Islamic English DR - Muhibbin Syah

‫غنة‬
I
/X I
٦ □
Foreword
A. CHAEDAR ALWASILAH
‫ ل‬competency-based reading ‫ لبو‬selFstedy reference
‫ج‬
RR.PKOO8O-O6-2O16
ISLAMICENGLISH
(A Competency-based Reading& Self-study Reference)
Penulis: Muhibbin Syah, Dr., M.Ed.
Pengantar: Prof. A. Chaedar Alwasilah, Ph.D.
Editor: Sunengsih, S.Pd
Layout: Rahmat Guswandi
Desainer Sampul: Iman Taufik
Diterbitkan oleh PT REMAJA ROSDAKARYA

JI. Ibu Inggit Garnasih No. 40, Bandung 40252
Tip. (022) 5200287, Faks. (022) 5202529
e-mail: [email protected]
website: www.r0sda.c0.id
Anggota Ikapi
Cetakan pertama, Agustus 2005
Cetakan kedua, September 2006
Cetakan ketiga, Desember 2009
Cetakan keempat, September 2013
Cetakan kelima, September 2014
Cetakan keenam, September 2016
Hak cipta dilindungi undang-undang pada Penulis
Dicetak oleh PT Remaja Rosdakarya Offset - Bandung
ISBN 979-692-513-3
ISLAMIC ٤151٣٨٧‫ى‬
PREFACE
‫رحززذرجمم‬١‫ظؤ‬-‫لم‬ ‫بر‬.
In the name of Allah, Most Gracious Most Merciful
Wvs Islamic English, A Competence-based Reading 2 Self-study

Reference is exclusively designed for the freshmen of State Insti
tute for Islamic Studies (IAIN), State Islam University (UIN),
and State College for Islamic Studies (STAIN) who have to take
English as one of stipulated general courses (the Mata Kuliah
Umum/ MKU Bahasa Inggris). In addition, this specific English
book can also be used by those who study at Private College for
Islamic Studies (PTAIS).
Unlike any other English reading books, this Islamic Eng
lish contains not only the English grammar rules but also the Is
lamic readings or passages relevant to the rules and a range of
exercises needed to promote the students’ comprehensive un
derstanding of the passages contents. The passages are quoted
from a variety of books, periodicals, and research reports mostly
those concerning Islamic doctrine, education, history, and
thought. These particular passages are aimed at meeting the
iii
ISLAMIC ENGLISH
students’ need of understanding towards issues written in Eng-

lish which are relative to, in particular, the Islamic studies
available at the faculties and departments of the Islamic tertiary
education.
This Islamic English is written almost fully in English but
is planned very simply; that is why, there is no real problem of
organization of materials in this book. However, the under-
standing of its contents remains to require the depth of
student’s approach to learning. Respecting this, the more curi-
OUS and frequent a student reads a text and accomplishes its ex-
ercises, the better his or her understanding of the text and
grammar rules pertinent to the text is. This deep approach to
learning (not the surface one) which psychologically emerges
from an intrinsic motivation is believed to have been more influ-
ential in attaining full comprehension of text contents studied
by students (John B. Biggs as quoted by Syah, 2004: 139).
Last but not least, as nobody knows everything I believe
that there is no perfect work done by human beings. For this
reason, it is imperative that this book be studied critically to
find out parts that need revising.
Bandung, August 2005 A.D.
Rajab 1426 H.
Author,
M. Syah
1٧
ISLAMIC ENGLISH
FOREWORD
Looking at the title of this book, Islamic English, A Competence-

based Reading & Self-stud^ Reference, ‫أآل دل‬٢‫ جلجفججة‬read١٦١7
guess that this book is ESP-based and tailored to help under-
graduate students learn English using Islamic schemata as a
point of departure. The ESP movement has played an important
and influential role in English language teaching (ELT) since
196O’s. The objectives of ESP courses are determined by stu-
dents’ needs identifiable through the need analysis. The materi-
als and teaching methods are designed to meet the needs. The
success of ESP, like other approaches to ELT, is subject to criti-
cal examination. The notion of ESP has changed over time in dif-
ferent areas of study.
Ismail Raji Faruqi, a renowned Moslem scholar, in Toward
Islamic English, defines Islamic English as:
“the English language modified to enable it to carry Islamic
proper nouns and meanings without distortion, and, thus to
serve the linguistic needs of Muslim users of the English lan-
guage. As a new notion, ،Islamic English’ raises three questions:
Who are the Muslim users of the English language? What is the
nature of the distortion claimed to exist? What is the needed
rectification?” (1986: 7)
٧
ISLAMIC ENGLISH
Muhibbin Syah, the author of this book, does not use the
term Islamic English the way Faruqi does. Instead, he uses Is-
lamic English ‫ ةل\ةآلةآل‬vAtta Economics English, English for
Banking, or English for Science and Technology 0‫ا‬١‫ل‬
author believes that relative familiarity with topics discussed in
the reading passages is a good start in developing proficiency in
English especially in reading comprehension and grammatical
competence. As evidence, throughout the book even grammati-
cal and vocabulary exercises are in the context of Islam related
issues although some of them seem to be too philosophical for
undergraduate students. The selected passages are more than
enough to introduce Islam in general.
This approach, I think, is legitimate as the main objective of
the English MKU (the Mata Kuliah Umum) in colleges through-
out Indonesia is to develop reading skills. In the final analysis,
however, it is up to the instructor and students to make the
most of this book.
I would like to congratulate the author on this monumental
publication.
Bandung, August 2005 A.D.
Rajab 1426 H.
A. Chaedar Alwasilah, Ph. D.

Professor of English Education
at The Indonesia University of Education (11‫)ل‬
٧1
ISLAMIC ENGLISH
Contents
Preface — iii
Foreword — v
ISLAM — 1
Unit 1 Grammar Review: The Simple Present Tense — 5
Exercises — 6
Unit 2 ISLAM IN EUROPEAN THOUGHT — 9
Grammar Review: The Simple Past Tense — 12
Exercises — 13
Unit 3 TEXTBOOKS IN DISCIPLINES — 15
Grammar Review: The Simple Future Tense — 19
Exercises — 20
Unit 4 ISLAM IN AUSTRALIA — 23
Grammar Review: The Perfect Tenses — 27
Exercises — 29
Unit 5 CRYSTALLIZATION OF ISLAMIC THOUGHT, CON
CEPTS AND METHODOLOGY — 31
Grammar Review: The (Continuous) Progressive
Tenses — 34
Exercises — 37
Unit 6 EDUCATION SYSTEMS IN AN IDEOLOGICAL STATE:
MAJOR ISSUES AND CONCERNS IN PAKISTAN — 39
Grammar Review: The Perfect Progressive Tenses — 43
Exercises — 45
Unit 7 MUHAMMAD AND ISLAM — 47
Grammar Review: The Pronouns — 51
1. Subject Pronouns — 51
2. Object Pronouns — 51
vii
S A M I C ENGLISH
3. Possessive Pronouns — 52
4. Reflexive Pronouns — 53
5. Relative Pronouns — 53
Exercises — 54
Unit 8 SQ IS NOT ABOUT BEING RELIGIOUS — 57
Grammar Review: Nouns and Determiners — 61
1. Count Nouns — 61
2. Non-count Nouns — 62
3. Determiners — 62
Exercises — 64
Unit 9 COMMUNITY AND ETHICS — 67
Grammar Review: Gerunds — 71
1. The Form of Gerund — 71
2. Gerund as Subject — 71
3. Gerund as Object — 72
4. Verbs followed with Gerunds — 72
Exercises — 73
Unit 10 SHARIAH - HARMONY BETWEEN SELF AND
SOCIETY — 75
Grammar Review: Derivatives — 80
Exercises — 81
Unit 11 REDEFINING RELIGION AT SCHOOL — 85
Grammar Review: Passive Voice — 89
1. The Simple Tenses — 90
2. The Progressive Tenses — 91
3. The Perfect Tenses — 92
Exercises — 93
Unit 12 WAR AND HUMAN RIGHTS IN ISLAM — 97
Grammar Review: Quoted and Reported Speech — 101
1. Quoted/ Direct Speech — 101
2. Reported/ Indirect Speech — 102
Exercises — 109
Unit 13 THE PROBLEMS OF LANGUAGE USE — 109
Grammar Review: Conditional Sentences — 114
1. The Real Conditional Sentences — 114
2. The Unreal Conditional Sentences — 114
Exercises — 116
Vlll
ISLAMIC ENGLISH
Unit 14 ISLAM: WORKING FOR GOD — 119

Grammar Review: Subjunctive — 123
1. Subjunctive Mood — 123
2. Subjunctive Verbs — 124
3. Impersonal Expression-Adjectives — 125
Exercises — 126
Unit 15 CENTRAL ASIA: FROM COMMUNISM TO
DEMOCRACY AND ISLAM — 129
Grammar Review: The Modal Auxiliaries — 129
1. Can - Could — 134
2. May - Might — 135
3. Must - Have to — 136
4. Must not - Do not have to — 137
5. Shall - Will — 137
6. Should - Ought to — 138
7. Had better — 138
8. Would — 139
Exercises — 139
Unit 16 GOD'S KNOWLEDGE AND POWER — 143
Grammar Review: Conjunctions — 147
1. But/However/Nevertheless/On the other hand — 147
2. Despite/In spite of — 147
3. Provided that — 147
4. Therefore — 148
5. Unless — 148
Exercises — 148
Unit 17 PHYSICAL AND PSYCHOLOGICAL SENSE OF THE
QALB — 151
Grammar Review: Paired Conjunction — 156
1. Both...and — 156
2. Either...or — 157
3. Neither...nor — 157
4. Not only...but also — 157
Exercises — 158
Unit 18 SANHUVERSUSABANGAN. GENERAL DIFFERENCES-— 161
Grammar Review: Adjectives — 165
1. Fact and Opinion Adjective — 165
2. -ing and -ed Adjective — 165
Exercises — 166
ix
ISLAMIC ENGLISH
Unit 19 REDEFINING A MORAL EDUCATION A MUST — 169

Grammar Review: Nouns used as Adjectives — 172
1. Adjective + Noun — 172
2. Noun functions as Adjective — 173
Exercises — 174
Unit 20 THE ISLAMIZATION OF MODERN KNOWLEDGE — 177
Grammar Review: Comparisons — 180
1. Equal and Unequal Comparative — 181
2. Positive, Comparative, and Superlative — 182
3. Double Comparative — 184
4. Illogical Comparative — 185
Exercises — 186
Unit 21 THE BACKGROUND OF ISLAM — 189
Grammar Review: Adverbs — 193
1. Adverb of Manner — 193
2. Adverb of Place — 194
3. Adverb of Time — 194
4. Order of Adverbs — 194
Exercises — 195
Unit 22 THE ABSOLUTE — 199
Grammar Review: The Use of -ing Clauses — 202
1. -ing Clause + Main Clause — 202
2. Main Clause + -ing Clause — 203
3. Having (done) + Main Clause — 203
Exercises — 204
References — 207
Index —209
Appendix 1 — 215
Appendix 2 — 220
Appendix 3 — 226
Appendix 4 — 228
X
ISLAMIC ENGLISH
Unit One
ISLAM
1. Reading
Read the Passage Carefully
Resignation to the will of God. The word is generally used by
Muhammadans themselves for their religion. Abdu،l- Haqq says
it implies submission to the divine will, and Muhammad ex
plained it to the observance of the five duties:
(i) Bearing witness that there is but one God.
(2) Reciting the daily prayers.
(3) Giving the legal alms.
(4) Observing the Ramadan or month’s fast.
(5) Making the pilgrimage to Makkah once in a lifetime.
In the Quran the word is used for doing homage to God. Islam
is said to be the religion of all the prophets from the time of
Abraham, as will appear from the following verses (Ali ،Imran,
84 - 85):
1
ISL A MIC E N GLIS H
"Say: We believe in God and in what hath been sent down to

Abraham, and Ismael, and Isaac, and Jacob, and the Tribes,
and in what was given to Moses, and Jesus and the Prophets
from their Lord, We make no difference between them, and to
Him are we resigned (i.e. Muslims). Whoso desireth any other
religion than Islam, that religion shall never be accepted of
Him, and in the next world be shall be lost".
There are three words used by Muhammadan writers for

religion, namely Din, Millah, Mazhab. Those who profess the re
ligion of Islam are called Musalmdns, Muslims, or Mu 'mins.
Ahlu '1-Kitab, "the people of the book" is uses for Muhammad
ans, Jews, and Christians.
(Quoted from: Hughes, Thomas Patrick. Dictionary of Islam, 1982: 220)
2. Vocabulary
accept (v) = menerima appear (v) = muncul
desireth (v) = berhasrat observance (n) = pelaksanaan
devine (n) = ketuhanan prefess (v) = mengakui
hath = have prophet (n) = nabi/rasul
homage (n) = penyembahan resignation (n) = penyerahan
imply (v) = memberi arti verse (n) = ayat
whoso (pro) = siapa pun Muhammadan (n) = orang Islam
legal alms (n) = zakat (sedekah wajib) Jew = orang Yahudi
make no difference (v) = tak membedakan
2
ISLAMIC ENGLISH
3. Comprehension
3.1 Choose a or b to answer the questions according to the
passage
1. What does this passage mainly discuss?
a. Muhammadans
b. The religion of Islam.
2. What does the word ‘Islam’ imply?
a. Submission to the will of God
b. Observance of bearing witness.
3. Bearing witness...’ in line 5 could best be translated into
either ،bersaksi’ or:
a. menyaksikan.
b. membaca dua kalimat syahadat.
4. What is Islam said to be?
a. The religion of Abraham.
b. The religion of all of the prophets of Allah.
5. Whom does Allah ask us to believe in?
a. In Him.
b. In Abraham and Isaac.
6. Who will be lost in the next world?
a. ٢I١hose who do not follow Islam.
b. Those who do not accept Him.
7. Which of the following is true?
a. Musalmans are not Muslim people.
b. Musalmans are the people who follow Millah.
8. Which of the following is not true?
a. The “people of the book” are those who follow books;
b. The “people of the book” are those who follow a holy book.
9. The word ‘Jews’ refers to:
a. the people who embrace Judaism.
b. the people who embrace Christianity.
10. Which of the following conclusions may be made on the
basis of the information in the passage?
a. Islam is the true religion in the sight of Allah.
b. Islam is exactly the same as both Judaism and Christianity.
3
ISLAMIC ENGLISH
3.2 Write the underlined pronouns available in the follow

ing paragraph and their references on the lines below
For example :
Resignation to the will of God. The word is generail used by

Muhammadans themselves for their religion. Abdu ‘1- Haqq says it
implies submission to the divine will, and Muhammad explained it to
the observance of the five duties: (1) Bearing witness that there is but
one God; (2) Reciting the daily prayers; (3) Giving the legal alms; (4)
Observing the Ramadan or month’s fast; (5) Making the pilgrimage to
Makkah once in a lifetime.
Pronouns: References:
1. themselves 1. Muhammadans (Muslims)
2. their 2. I he religion of Muhammadans
٢ ١
3. it 3. The word (Islam)

4. it 4. Submission to the divine will
In the Quran the word is used for doing homage to God. Islam is said
to be the religion of all the prophets from the time of Abraham, as will
appear from the following verses (Surah iii, 78, 79):- “Say: We believe
in God and in what hath been sent down to Abraham, and Ismael, and
Isaac, and Jacob, and the Tribes, and in what was given to Moses, and
Jesus and the Prophets from their Lord, We make no difference be
tween them, and to Him are we resigned (i.e. Muslims). Whoso
desireth any other religion than Islam, that religion shall never be ac
cepted of Him, and in the next world be shall be lost”.
Pronouns: . References:
........ - ____
1.................................
1...........................................................................
2.................................
2...........................................................................
3.................................
3...........................................................................
4.................................
4...........................................................................
5...........................................................................
5.................................
6.................................
6...........................................................................
7.................................
7...........................................................................
S L A M I C ENGLISH
4. Grammar Review
The Simple Present Tense
1. The simple present says that something was true in the
past, is true in the present, and will be true in the future. It
is used for general statements of fact.
For examples :
1) Islam is our religion. (Islam adalah agama kami).
2) Those who profess the religion of Islam are called Mus
lims or Mu’mins. (Mereka yang mengakui agama Islam
disebut orang-orang Muslim atau orang-orang Mu’min).
2. The simple present is used to express habitual or every
day activity.
For examples :
1) We study Arabic and English. (Kami belajar bahasa Arab
dan Inggris).
2) Every good Muslim prays five times a day and does fast
ing during the month of Ramadan. (Setiap Muslim yang
baik salat lima waktu sehari dan berpuasa selama bulan
Ramadan).
3. Certain verbs such as have, like, love, need, prefer, recog
nize, understand, and want are not used in the progres-
sive/continuous tenses. With these verbs, however, the
simple present may indicate a situation that exists right
now, at the moment of speaking.
For examples :
1) It’s time to pray now. Adam needs a prayer mat.
(Sekarang sudah waktunya salat. Adam memerlukan
sehelai sajadah). We cannot say It’s time to pray now.
Adam is needing a prayer mat.
2) AU wants to eat now because he is hungry. (Sekarang Ali
ingin makan karena dia lapar). We cannot say He is
wanting to eat now because he is hungry.
Note: Study this Simple Present rule carefully.
Subject + present verb + complement/object + modifier/adverb
I go to the mosque every day
5
ISLAMIC ENGLISH
5. Exercises
5.1 Choose a, b, or c to complete the sentences
1. Adam often ...prayer mat for praying.
a. using b. uses c. used
2. What ...your friends do on Mondays?
a. do b. does c. did
3. They usually...English.
a. study b. studies c. studied
4. The students usually...Arabic on Tuesdays.
a. studies b. studied c. study
5. I ...to drink now, because I am thirsty.
a. am wanting b. want c. wanted
6. Ahmad and Hamid always ... at about 5 A.M.
a. gets up b. got up c. get up
7. Do your brothers always ...to bed after studying?
a. going b. go c. went
8. No, they usually ...TV after studying.
a. watching b. watch c. watched
9. ... usually ...to school with their parents.
a. They...go b. He...went c. She...gone
10. Islam always ...human freedom to the use of the resources
of the earth.
a. limited b. limiting c. limits
5.2 Identify the one underlined word or phrase that must

be changed in order for the sentence to be correct.
Then, translate the sentence into Indonesian
1. Do Ahmed George know how to be a good Muslim?

A B
Translation :............................................................................
2. No. That is why he study and practices Islamic teaching

hard. A B
Translation :............................................................................
6
ISLAMIC ENGLISH
3. Those who professes the religion of Islam are called Muslims.

A B
Translation :..............................................................................
4. God does not makes any difference between Jesus and Muhammad.
A B
Translation :..............................................................................
5. We always believed in God and in His great Prophet (peace

be upon him). A B
Translation :..............................................................................
7
ISLAMIC ENGLISH
Unit Two
ISLAM
IN EUROPEAN THOUGHT
1. Reading
From the time it first appeared, the religion of Islam was a
problem- for Christian Europe. Those who believed in it were
the enemy on the frontier. In the seventh and the eighth centu
ries armies fighting in the name of the Muslim empire, the Ca
liphate, expanded into the heart of Christian world. They occu
pied provinces of the Byzantine empire in Syria, the Holy Land
and Egypt, and spread westwards into North Africa, Spain and
Sicily, and the conquest was not only a military one, it was fol
lowed in course of time by conversions to Islam on a large
scale.
Between the eleventh and thirteenth centuries there was
a Christian counter attack, successful for a time in the Holy
Land, where a Latin kingdom of Jerusalem was created, and
more permanently in Spain. The last Muslim kingdom in Spain
was brought to an end in 1492, but by that time there was a fur
ther Muslim expansion elsewhere by dynasties drawn from the
Turkish people: the Saljuqs advanced into Anatolia, and later
the Ottomans extinguished what was left of the Byzantine em-
SLAMIC E N G l I S H
pire and occupied its capital, Constantinople, and expanded

into eastern and central Europe. As late as the seventeenth
century they were able to occupy the island of Crete and
threaten Vienna.
The relationship between Muslims and European Chris-
tians, however, was not simply one of holy war, of crusade or
jihad. There was trade across the Mediterranean, and the bal-
ance of it changed in course of time; from the eleventh and
twelfth centuries onwards the Italian ports expanded their
trade, and, in the fifteenth and sixteenth centuries, ships from
the ports of northern Europe began to appear in the Mediter-
ranean and the Indian Ocean.
(Quoted from: Hourani, Albert, Islam in European Thought, 1996: 7)
2. Vocabulary
advance (v) - melaju conquest (n) = penaklukan
extinguish (V) - memadamkan frontier (n) = garis depan
fight (V) - berperang westwards (adv) = ke arah barat
create (V) - menciptakan occupy (v) = menduduki
crusade (n) — perang salib ship (n) = kapal
draw (٢٧) - menarik spread (v) = menyebar
expand (V) — memperluas thought (n) = pemikiran
elsewhere (adv) - di tempat lain onwards (adv) = seterusnya
empire (n) - kerajaanZimperium
port (n) - pelabuhan dagang
brought to an end (V) = berakhir
in course of time (adv) = bersamaan waktu
conversion (n) = perpindahan agama
3. Comprehension
3٠1 Choose a or b to answer the questions according to
the passage
a. Islam according to European thought;
b. European thought according to Islam.
10
ISLAMIC ENGLISH
2. What was Islam for Christian Europe?

a. It was a problem;
b. It was a religion from the time it first appeared.
3. When were armies fighting in the name of the Caliphate?
a. In the seventh century;
b. In 7th and 8th centuries.
4. Where the provinces did the armies occupy?
a. In Syria and Egypt;
b. In Syria, Egypt and the Holy Land.
5. In course of time, what was the conquest followed by?
a. The conquest was followed by conversions to Islam;
b. The conquest was followed by a conversation about
Islam.
6. The phrase ،Holy Land’ in this passage refers to:
a. The land located in Palestine;
b. The land located in Saudi Arabia.
7. Where did the Turkish dynasties expand their occupation?
a. Anatolia, Constantinople, and eastern as well as
central Europe;
b. Constantinople, and •eastern as well as central Europe.
8. Mention the name of the capital left by the Byzantine empire.
a. Vienna;
b. Constantinople.
9. The word jihad in the last paragraph could best be under-
stood as:
a. the Islamic holy war for the sake of God;
b. the Islamic war for the sake of jinn.
10. Which of the following statements about Constantinople is true?
a. Constantinople was occupied by the Ottomans;
b. Constantinople was occupied by Byzantine empire.
11
ISLAMIC ٤151٤‫م‬٧‫ى‬
3.2 Write the underlined pronouns and their references

available in the following paragraph on the lines
below
From the time it first appeared, the religion of

Islam was a problem for Christian Europe. Those who
believed in it were the enemy on the frontier. In the
seventh and the eighth centuries armies fighting in the
name of the Muslim empire, the Caliphate, expanded
into the heart of Christian world. They occupied
provinces of the Byzantine empire in Syria, the Holy
Land and Egypt, and spread westwards into North
Africa, Spain and Sicily, and the conquest was not only
a military one, it was followed in course of time by
conversions to Islam. The Ottomans extinguished what
was left of the Byzantine empire and occupied its
capital, Constantinople.
Pronouns : References :
٠
..........................
4. Grammar Review
The Simple Past Tense
1. The simple past indicates that an activity or situation be-
gan and ended at a particular time in the past. For ex-
ample, We studied English yesterday. (Kemarin kami telah
belajar bahasa Inggris).
2. If a sentence contains when and has the simple past in
both clauses, the action in ،،when clause” happens first.
For examples :
‫ل‬١ I was in the mosque when ‘muazzin’ began to call to
prayer. (Saya sudah berada di masjid ketika muazzin
mulai menyerukan azan).
12
ISLAMIC ENGLISH
2) I stood under a tree when it began to rain. (Saya telah

berdiri di bawah sebuah pohon ketika hari mulai
hujan/ ketika hujan mulai turun).
Note: Study this Simple Past rule carefully.
Subject + past verb + complement/object + modifier/adverb
7 went to the mosque last.Friday
5. Exercises
5.1 Choose a, b, or c to complete the sentences
1. Alwi .. a new prayer mat a week ago.
a. will buy b. buys c. bought
2. He prayed ،asr in the mosque ... afternoon.
a. tomorrow b. yesterday c. now
3. When did your father ... to Mecca? Last year.
a. went b. gone c. go
4. ... Mrs. Amir wash her son’s clothes yesterday?
a. Does b. Did c. Will
5. Hr good boy ... his clothes by himself yesterday.
a. washed b. washes c. will wash
6. They ....not watch TV last night because they were sleepy.
a. will b. does c. did
7. When he heard a strange noise, he ... to investigate.
a. got up b. will get up c. gets up
8. When I ... my cup, the hot coffee spilled on my lap.
a. am dropping b. dropped c. drop
9. The armies occupied the Byzantine empire and ... west
wards into North Africa.
a. are spreading b. spread c. spreaded
10. The Saljuqs advanced into Anatolia, and the Ottomans ...
into eastern Europe.
a. were expanding b. expanded c. expand
13
151٨‫م‬10 ٣٢٧‫ى‬٤1511

1. Where did you and your friends went last Sunday?
A B
Translation :........................................................................
2. We went to Pangandaran to watching a big festival.

A B
Translation :........................................................................
3. Dutch armies occupies our country some centuries ago.

A 13
Translation :........................................................................
4. Did the Muslim armies occupied the provinces of Egypt empire?

A B
Translation ............................. ..........................................
5. No, but the Muslim armies occupying provinces of the Byz

antine empire. A B
Translation
14
ISLAMIC ENGLISH
Unit Three
TEXTBOOKS
IN DISCIPLINES
1. Reading
Other than work in the two fields of elucidating vision and as
sessing contemporary Western civilization, the Institute pro
poses to authorize the preparation of original works by Muslim
scholars who are thoroughly acquainted with the legacy, have a
command over the modern sciences, and are prominent in ere-
ative ability and intellectual independence. All of these charac
teristics will qualify them to make original contribution to the
Islamization of knowledge.
The purpose of this contribution will primarily be to ex
pand the field of Islamization of knowledge and to lay down
firm foundations for it by elucidating basic Islamic views by
presenting the issues of modern disciplines and their basic
methodology, and by explaining the Islamic position concern
ing different disciplines and the way Islam considers the scien
tific issues in the light of Islamic principles. Samples of ap
plied studies in these disciplines will be published to make the
work of Muslim scholars in these disciplines more enlightened.
15
ISLAMIC ٣‫م‬٧)٤15‫ا‬
This will help to bring home the massage and purpose of the
Islamization of knowledge and to determine how the scholars
may best contribute to realizing it through emulating and
implementing it in their special fields of study, thereby setting
an example and leading the way for the next generation.
Basic academic activities in the form of articles, discus-
sions and books will follow the accomplished work and will be
completed through implementing the Institute agenda. This
agenda includes cooperating with other scholars, hosting con-
ferences and seminars, preparing periodicals, granting full-
time or part-time fellowships for research and study on the
premises of the Institute under its supervision. The supervi-
sion will depend upon the individual circumstances of each
scholar and the financial resources of the Institute to support
those among them who are not in a position to do so on their
own.
(Quoted from: Abu Sulayman, Abdul Hamid (editor), Islamization of Knowledge, 1989: 72)
2. Vocabulary
assess (v) — menilai acquaint (v) = kenalZfaham
determine (v) - menentukan depend (v) = tergantung pada
disciplines (n) - cabang ilmu emulate (v) = menandingi
fellowship (n) — beasiswa circumstance (n) = keadaan
include (v) - termasuk lay down (v) - meletakkan
lead (v) - menunjukkan periodical (n) = majalah ilmiah
premise (n) — dasar fikiran prominent (adj) = menonjol
publish (v) — menerbitkan purpose(n) = tujuan
scholar (n) - sarjana view (n) - pandangan
qualify (v) - memenuhi syarat host (v) = menyelenggarakan
consider (v) - mempertimbangkan
thereby (adv) - dengan cara demikian
accomplish (v) — menyelesaikan dgn baik
authorize (v) - memberi wewenang
elucidate (v) - membeberkan dengan jelas
concerning (prep) = berhubungan dengan
have a command (v) = memiliki kemahiran
in the light of (adv) = dipandang dari sudut
16
ISLAMIC ENGLISH
3. Comprehension
3.1 Choose a or b to answer the questions according to
the passage
1 What does the Institute propose other than elucidating vi-
sion and assessing contemporary Western civilization?
a. It proposes to authorize the preparation of original
Western civilization;
b. It proposes to authorize the preparation of original
works by Muslim scholars.
2. Who are given authorization to prepare the original works?
a. Those who are thoroughly acquainted with the legacy
and modern sciences;
b. Those who are good at legacy, modern sciences, and
are creative and intellectually independent.
3. The phrase ،have a command over’ in line 3 could best be
replaced by:
a. to be good at;
b. to be a commander.
4. Among other things, what will the purpose primarily be?
a. To expand the field of Islamization of Western
knowledge;
b. To lay down firm foundations for the Islamization of
knowledge.
5. Which of the following is not mentioned in paragraph 2?
a. Elucidating basic Islamic views;
b. Elucidating Islamic economics.
6. The phrase ،scientific issues’ in paragraph 2 could best be
translated into:
a. Desas-desus yang ilmiah;
b. Permasalahan-permasalahan ilmiah.
7. What will be published to make the work of Muslim schol-
ars more enlightened?
a Samples of applied methodology in the disciplines;
b. Samples of applied studies in the disciplines.
a. It will help to bring home the message of the
Islamization of knowledge;
b. It will help to bring home the massage and purpose of
the Islamization of knowledge.
17
ISLAMIC ENGLISH
9. What will be completed through implementing the Insti-

tute agenda?
a. Basic academic activities;
b. Articles and books.
10. It can be concluded from the passage that the Islamic text-
books in disciplines:
a. should be made available to Islamize knowledge;
b. should be made available to Islamize western
civilization.
3.2 Find the Supporting details for the main idea in the
following paragraph
For example :
In the seventh and the eighth centuries armies fighting

in the name of the Muslim empire, the Caliphate, ex-
panded into the heart of Christian world. They occu-
pied provinces of the Byzantine empire in Syria, the
Holy Land and Egypt, and spread westwards into
North Africa, Spain and Sicily, and the conquest was
not only a military one, it was followed in course of
time by conversions to Islam on a large scale.
Main idea : Supporting details :
The conquest of Supporting details :

Muslim empire They occupied provinces in :
1. Syria
2. the Holy Land
3. Egypt
4. North Africa
5. Spain
6. Sicily
Other than work in the two fields of elucidating vision
and assessing contemporary Western civilization, the
Institute proposes to authorize the preparation of
original works by Muslim scholars who are thoroughly
acquainted with the legacy, have a command over the
modern sciences, and are prominent in creative ability
18
ISLAMIC ENGLISH
and intellectual independence. All of these characteris-

tics will qualify them to make original contribution to
the Islamization of knowledge.
Muslim scholars’ 1........................................

characteristics 2........................................
3........................................
4. Grammar Review
The Simple Future Tense
1. The simple future tense is used to express a prediction
(perkiraan), prior plan (rencana terdahulu), and willing-
ness (kemauan/ kesukarelaan) that will happen at one par-
ticular time in the future.
For examples :
1) The contribution will expand the field of Islamization of
knowledge and to lay down firm foundations for it. Qbisi
itu akan memperluas bidang Islamisasi pengetahuan dan
meletakkan dasar-dasar yang kuat untuknya).
2) Samples of applied studies in these disciplines will be
published to make the work of Muslim scholars in these
disciplines more enlightened, (5‫د‬0‫لدًاا‬-00٠‫ لة‬ka١٠
terapan dalam disiplin ini akan diterbitkan agar karya
para sarjana Muslim dalam disiplin tersebut lebih
mencerahkan/ memberi kesadaran).
2. Will or be going to is used to express future time. The use
of shall with I (7 shall) or we (We shall) to express future
time is possible but uncommon in American English. Shall
is used much more frequently in Britain than in America.
3. To express a prediction, either will or be going to is used.
For examples :
1) This will help to bring home the massage and purpose of
the Islamization of knowledge and to determine how the
scholars max best contribute to realizing it, ‫لم‬٦‫آد‬١،‫اله‬،‫آا ة‬١‫ل‬
19
ISLAMIC ENGLISH
akan membantu memberi bekal pesan dan tujuan

Islamisasi pengetahuan dan menentukan cara terbaik
para sarjana berkontribusi dalam pelaksanaannya).
2) According to the weather report, it will be cloud
tomorrow or According to the weather report, it is going
to be cloudy tomorrow. (Menurut laporan cuaca, besok
akan berawan/ mendung).
4. To express a prior plan only be going to is used. For ex-
‫لآلهة‬Why did they buy much paint 0١‫ ؟‬They are going to paint
their mosque tomorrow. (Kenapa mereka membeli banyak
cat? Besok mereka akan mencat masjid mereka). In this sen
tence, the paint buyers have made a plan to paint their
mosque. They intend to paint their mosque tomorrow.
5. To express willingness, only will is used. For example,
Tell me your problem, I will help you. (Ceritakanlah
kepada saya masalah anda! Saya akan membantu anda).
Note: Study the following Simple Future rules carefully.
‫ ارق‬٠ will ٠ present verb ٠ complement bject ٠ modifier/adverb

1 will. std Arabic and Engl b tomorrow
Subject + be + going to " present verb ٠ modifier/adverb

I am going to st d ’ Arabic. tomorrow morning.
5. Exercises
5.1 Fill in the blanks on the left hand side with the suit
able words or phrases available on the right-hand
side
1. The characteristics ... to make - give her
original contribution to the Is
lamic knowledge. - will be qualified
2. These Islamic disciplines ... to them
make Muslim scholars more en
lightened. - will qualify them
20
s L AM I c ENGLISH
3. If Tini comes, Tono will certainly ’m going to

... a present.
4. Are you busy this evening? Yes, ... - will be published
do my homework.
- Will you
5. The phone’s ringing, Tom. All
right, I ... it.
- Are you going
6. Stephanie will come soon. ... see
her, Steve? 1 will
7. You bought much paint ... to
paint your house? - I will go
8. Zainab... see you immediately.
Please wait her until she comes. - Will you do
9. ... to bed after I finish my homework.
is going to
10. This Exercise is important. ... it
seriously?
5.2 Correct one of the underlined words or phrases

available in the following sentences. Then, translate
the sentences into Indonesian
1. When will the Muslim scholars prepares their original works?
Translation :.......................................................................
2. The Muslim scholars is will prepare their original works
next month.
Translation :.......................................................................
3. Are the scholars’ works be significant for the Islamization
of knowledge?
Translation :.......................................................................
4. They will to be significant for both knowledge Islamization
and Islamic education.
Translation :.......................................................................
٠ 5. The scholars are going at host a conference on Islamic
education tomorrow morning.
Translation :.......................................................................
21
ISLAMIC E N G I I S H
Unit Six
EDUCATION SYSTEMS IN AN
IDEOLOGICAL STATE:
MAJOR 1881418 AND CONCERNS
1‫ ت‬PAKISTAN
1. Reading
Though religious education is compulsory in our school, there
hasbeentno serious attempt to teach literature, fine arts, so-
:ial sciences, and natural sciences from the Islamic point of
*،hew. As a result, what children have been learning from reli
gion has been contradicted by what they are learning from
textbooks. Such an education obviously leads to conflicts, anxi
eties, and tensions. There is a strong need to Islamicize the hu
manities and social and natural sciences by producing basic
concepts and by changing the methodology of introducing and
teaching them in order to create a new generation of young
men and women intellectually capable of resisting the undesir
able effects of secularist teaching.
The Western models of secular education that are pres
ently dominant in our education institutions follow an anthro
pocentric approach. The Islamic approach, on the other hand,
is theocentric.
Provincial governments are working vigorously to tackle
the problem of illiteracy, as is the federal government. Efforts
39
ISLAMIC ENGLISH
are underway for legislation to increase expenditure on educa-

tion. Simultaneously with trying universalize primary educa-
tion, the government has been endeavoring to increase the lit-
eracy rate through direct methods. A recent project entitled
Education of Literacy from Selected Areas of Pakistan Aas been
launched to make 268.600 persons literate.
For this purpose, 2.097 centers have been established with
an enrollment of over 35.000. A ten-year National Literacy
Plan has also been prepared by federal and provincial agencies
to double the literacy rate from 35 percent to 70 percent by
making 24 million illiterate persons of age group 10 plus liter-
ate by the year 2003. The plan will be carried out in two phases
of five years, each relating to the country’s national five-year
development plan.
(Quoted from: Mah Nazir Riaz, Education S٧stems in an Ideological state: Major Issues and
Concerns in Pakistan, in Marzurek, Kas et al (editors), Education in a Global Society, 1999:
332 & 338)
2. Vocabulary
anxieties (n) = kecemasan attempt (n) upaya
be carried out (v) = dilaksanakan capable of (adj) mampu
compulsory (n) = kewajiban concern (n) keprihatinan
endeavor (v) = berusaha keras enrollment (n) pendaftaran
ideological (adj) = ideologis illiteracy (n) buta huruf
issue (n) = permasalahan launch (v) meluncurkan
leads to (v) = berakibat pada literacy (n) melek huruf
literate (adj) = bisa membaca major (adj) utama
point of view (n) = pandangan resist (v) menolak
secularist (n) = orang sekuler undesirable (adj) tak dibutuhkan
universalize (V) = memperluas expenditure (n) anggaran belanja
legislation (n) = perundang-undangan
recent (adv) = akhir-akhir ini/ baru
vigorously (adv) = dengan penuh semangat
underway (adv) = sedang berlangsung
theocentric (adj) = terpusat pada Tuhan
anthropocentric (adj) = terpusat pada manusia
simultaneously (adv) = secara serentak
there has been no (v) = belum ada
to double (v) = melipatduakan
40
I s l A M I c ENGLISH
.3. Comprehension
:3.1 Choose a, 1‫ و‬or c to answer the questions according to
the passage
‫ت‬٠ What does this passage generally discuss?
a. Religious education in Pakistan;
b. National issues and concerns in Pakistan;
c. Educational major issues and concerns in Pakistan.
2. What education is compulsory in Pakistan?
a. Serious education;
b. Secular education;
c. Religious education.
a. What children have been learning from religion has been
contradicted by what they are learning from their parents;
b. What children have been learning from religion has been
contradicted by what they are learning from their teachers;
c. What children have been learning from religion has been
contradicted by what they are learning from textbooks.
; What does such an education lead to?
a. It only leads to conflicts and tensions;
b. It only leads to conflicts and anxieties;
c. It leads to conflicts, anxieties and tensions as well.
5. How should the sciences be Islamicized?
a. By producing basic concepts and changing the
methodology of reading them;
b. By producing basic concepts and changing the
methodology of writing them;
c. By producing basic concepts and changing the
methodology of introducing and teaching them.
6. Who have to be capable of resisting the undesirable effects
of secularist teaching?
a. Men have to;
b. Women have to;
c. Men and women have to.
7. Who has been endeavoring to increase the literacy rate?
a. The Indian government has;
b. The Pakistani government has;
c. The Indonesian government has.
41
I s 1 A M ‫ا‬ C ٣٨)‫ى‬٤151‫ب‬
8. The phrase ،Education of Literacy’ in line 23 could best be

translated into:
a. Pendidikan huruf;
b. Pendidikan pemberantasan huruf;
c. Pendidikan pemberantasan buta huruf.
9. What has also been prepared to make Pakistani people lit-
erate?
a. A ten-year National Literacy Plan;
b. A five-year National Literacy Plan ;
c. A ten-year International Literacy Plan.
10. Which of the following statements about National Literacy
Plan is true?
a. The plan will be carried out in two phases of two years;
b. The plan will be carried out in five phases of two years;
c. The plan will be carried out in two phases of five years.
3.2 Write the causes, signals,and effects which are ei-

ther stated or implied in the following paragraph.
For examples :
‫ل‬. Being good at Arabic can cause the better
understanding of Islamic teaching; or
،2. Being good at Arabic leads to the better understanding
of Islamic teaching; or
‫أل‬. Being good at Arabic results in the better understanding
of Islamic teaching.
Cause : Signal : Effect :

Being good at Arabic can cause The better understanding of
leads to Islamic teaching
resalts in.
Though religious education is compulsory in our school,

there has been no serious attempt to teach literature,
fine arts, social sciences, and natural sciences from the
Islamic point of view. As a result, what children have
been learning from religion has been contradicted by
what they are learning from textbooks. Such an educa-
tion obviously leads to conflicts, anxieties, and tensions.
42
ISLAMIC ENGLISH
Cause . Signal : Effect :
4. Grammar Review
The Perfect Progressive Tenses
1. The Present Perfect Progressive
An action that began in the past and is still occurring in the
;resent may be expressed by the present perfect progressive.
The present perfect progressive is usually used to describe the
iuration (panjangnya waktu) of an activity that is in progress,
‫ت‬.‫ح‬. how long something has continued to the present time.
For example :
The government has been endeavoring to increase the
literacy rate through direct methods. (PemervntaAv
sudah sedang berusaha keras untuk meningkatkan
angka melek huruf melalui metode langsung). Time
expressions with since and for are used with the
present perfect progressive.
For examples :
‫ل‬١ I’ve been taking an English course for two months. (Saya
sudah mengambil/ mengikuti kursus bahasa Inggris
selama dua bulan). This means that the speaker began
attending the course two months ago and has continued
since that time. In other words, the English learning
process has been in progress, and is still in progress.
2١ The Muslim jurists have been elaborating economic
question since years ago. (Para ahli hukum Muslim
sudah memperluas permasalahan ekonomi sejak
bertahun-tahun yang lalu). It should be noted that with
some verbs (e.g., live, teach, work), the duration can be
expressed by either the present perfect or the present
perfect progressive.
43
١‫عاهءاة‬١‫ء‬ NGIISH
For example :
Professor Majid has been teaching Islamic Political
Thought for fifteen years. (Profesor Majid sudah
mengajar Pemikiran Politik Islam selama 15 tahun).
This sentence has the same meaning as Professor
Majid has taught Islamic Political Thought for fifteen
years.
Note: Study this Present Perfect Progressive rule carefully
‫ا‬ has ‫ا‬

Subject + + (verb + ing) ...
2. The Past Perfect Progressive

The past perfect progressive gives the idea that one event was
in progress immediately before another time or event. In gen-
eral, the tense is used to express the duration of the first event
in the past.
For examples :
1) I had been reciting the Hob Quran for an hour before
you came. (Saya sudah membaca Kitab Suci Al-Quran
selama satu jam sebelum engkau datang).
2١ 27٥ prophet Muhammad had been teaching the religion
of God for truent -three êars before he passed awa‫؟‬y.
(Nabi Muhammad telah mangajarkan agama Tuhan
selama 23 tahun sebelum beliau wafat). It is important
to note that the past perfect progressive concept may
be conveyed by the past perfect. The last sentence,
ibceiore, is similar to The prophet Muhammad had
taught the religion of God for tint -three ‫؟‬years before
he passed aua .
Note: Study this Past Perfect Progressive rule carefully.
Subject + had been + (verb + ing)..٠
44
L A M I c ENGLISH
:3. The Future Perfect Progressive

:he future perfect progressive usually emphasizes the dura-
:ion of an activity or event that will be in progress before an-
::her time or event in the future.
For examples :
١٠١ 1’11 haoe been studying English and Arabic for two
hours by the time you come. (Aku akan sudah belajar
bahasa Inggris dan Arab selama dua jam pada saat kau
datang).
When the professor retires next month, he will have been
teaching for 45 years. (Profesor itu telah mengajar
selama 45 tahun saat beliau pensiun bulan depan).
Sometimes the future perfect progressive and the future

rfect give the same meaning. This sentence, for instance,
:ay be changed without changing the meaning into When the
ofessor retires next month, he will ha e taught for 45 years, w
should be noted that the teaching activity expressed by either
the two tenses began in the past.
Note: Study this Future Perfect Progressive rule carefully.
Subject + will have been + (verb + ing)...
5. Exercises
5.1 Complete the sentences on the left-hand side by
using words or phrases available on the right-hand
side. Insert a, 1‫ و‬c, etc. suitable to the sentences
٦. What have you ... ‫؟‬ a. 1 have read an Ara
... taking an English course. bic paper.
‫ن‬. What ... been writing since last b. How long had you
week 9 been studying
4. He ....writing a learning psychol- c. How long had she
been.
ogy book.
d. had been studying
5. ... before your friend, Jaka, came
e. her husband
yesterday? comes home.
45
ISLAMIC ENGLISH
6. 1 ...for half an hour before he f. I am sleeping.

showed up. g. been doing lately.
7. ... waiting for her husband before h. she had been wait
bp. came home? ing
8. I am not sure. May be... for him i. finished my English
for a day. homework
9. 1’11 have ... before I study Arabic. j. has been
k. has he
10. She will have been cooking for an
1. I’ve been
hour by the time ...
5.2 Put the words or phrases in brackets into correct

forms if necessary. Then, translate the sentences into
Indonesian
1. How long have you (be) doing the homework? ...
Translation :...................................................................
2. I’ve been (do) the homework for about two hours ...
Translation :...................................................................
3. How long (are) you have been reciting Quran by the time I
come tonight? ...
Translation :...........................................................................
4. I (am) have been reciting the holy book for an hour by the
time you come ...
Translation :...........................................................................
5. She will have been cooking for an hour by the time her son
(came) home ...
Translation :...........................................................................
46
ISLAMIC ENGLISH
Unit Seven
MUHAMMAD AND ISLAM
1. Reading
?•luhammad was born in Makkah in 570 AD. He was orphaned
‫دق‬ a young child and brought up first by his grandfather and
:ater by his uncle. As a young man he was well known for his
usual truthfulness and wisdom, and he was one of the few
people in Makkah who did not believe in idol worship, hut
:ried instead to follow the original teachings of Abraham.
When he was in 20s, Muhammad was hired by a wealthy
dow, Khadija to lead her caravans. Khadija admired this ex-
:raordinary young man and eventually they were married.
They settled into a peaceful and prosperous life.
Muhammad was concerned about the idol worship, corrup-
□on and cruelty that he saw around him, and he began to with
aw to the mountains for long periods of meditation and fast-
mg. When he was forty years old, he withdrew into a cave high
٦ n a nearby mountain when he had a vision of the Archangel
Gabriel commanding him to: ،Recite. In the name of your
Tord...’ From that moment Muhammad became a Prophet or
:.lessenger of God. He received revelations from God through
Gabriel, and these revelations formed the Holy Quran, the sa-
:red book of the religion called Islam.
47
ISLAMIC ٣‫ىم‬115‫ب‬
Islam is a word meaning both submission and peace. Ac-

cording to its teaching, human being can attain both inward
and outward peace by submitting to the commands of God, or
Allah (an Arabic word meaning the God). And according to Is-
lam, this peace and obedience leads to salvation and entry into
Heaven. Muhammad was ordered to call all people to Islam.
It involves observing five ،pillars of faith’. These are: the
firm belief in one God and in the prophethood of Muhammad;
regular ritual prayer five times a day; giving alms to the poor
and needy; fasting during the holy month of Ramadan; and the
performance of the annual pilgrimage or Hajj, once in every
Muslim’s life if it all possible.
(Quoted from: Hollyer, Belinda (editor), Living in Makkah, 1987: 12)
2. Vocabulary
alms (n) — zakat/ sedekah performance (n) = pelaksanaan
archangel (n) — malaikat utama prophethood (n) = kenabian
brought up (v) - dibesarkan prosperous (adj) = makmur
caravan (n) - kafilah unta revelation (n) = wahyu
cruelty (n) — kebengisan sacred book (n) = kitab suci
idol(n) — patung teachings (n) = ajaran
eventually (adv) - akhirnya salvation (n) = keselamatan
obedience (n) — ketaatan unusual (adj) = luar biasa
outward (adj) — lahir (lahiriah) worship (n) = penyembahai
had a vision of (v) - melihat penjelmaan
settled into (v) - menetap dalam
inward (adj) - batin (batiniah)
truthfulness (n) - dapat dipercaya (amanah)
orphan (n) - anak yatim
withdraw (v) - menarik diri (berkhalwat)
3. Comprehension
3.1 Choose a, 1‫ و‬or c to answer the following questions
according to the passage
1. Where and when was our prophet born?
a. In Makkah in 750 AD;
b. In Makkah in 570 AD;
c. In Madinah in 570 AD.
48
‫ ا‬k VA \ ٢٠ u٢٥l١s١١
‫ك‬. Who brought him up first and later?

a. His uncle and Abu Talib;
b. His uncle and his grandfather;
c. Abdu 61 Muttalib and Abu Talib.
Instead of believing in idol, what did he try?
a. He followed the original teachings of Abraham;
b. He followed many people in Makkah who did not be-
lieve in idol;
c. He followed the few people who did not follow the
original teaching of Abraham.
- When Khadija asked him to lead her caravans, how old was he?
a. He was about twenty years old;
b. He was about twenty-two years old;
c. He was about twenty-five years old.
How old was he when he had a vision of Gabriel?
a. He was old enough;
b. He was forty years old;
c. He was about twenty-five years old.
Which of the following statements about Archangel
Gabriel is true?
a. He told Muhammad to recite in the name of Allah;
b. He told Muhammad to recite in the name of Gabriel;
c. He told Muhammad not to recite in the name of his Lord.
What sacred book did he receive from God?
a. The Bible;
b. The ALFurqan;
c. The 1- Fatihah.
٨
What does Islam mean?

a. Either submission or peace;
b. Both submission and peace;
c. Neither submission nor peace.
r Whom was the messenger ordered to call to Islam?
a. All children;
b. All Muslims;
c. All males and females.
: The phrase ‘pillars of faith’ could best be translated into
Indonesian as:
a. Rukun Iman;
b. Rukun Islam;
c. Tiang-tiang Iman.
49
LAMIC UGUS١٩
3.2 Fill in the blanks with the pronouns and their refer-
ences. Then, find the supporting details for the main
idea available in the following paragraph
Islam is a word meaning both submission and peace.

According to its teaching, human being can attain both
inward and outward peace by submitting to the com-
mands of God, or Allah (an Arabic word meaning the
God). And according to Islam, this peace and obedience
leads to salvation and entry into Heaven. Muhammad
was ordered to call all people to Islam.
It involves observing five ،pillars of faith’. They are: the
firm belief in one God and in the prophethood of
Muhammad; regular ritual prayer five times a day; giv-
ing alms to the poor and needy; fasting during the holy
month of Ramadan; and the performance of the annual
pilgrimage or Hajj, once in every Muslim’s life if it all
possible.
Pronouns: References:
Main idea ٠ Supporting details :

The pillars of Islamic faith
50
SLAMIC ENGLISH
‫ي‬ Grammar Review

The Pronouns
Subject Pronoun
‫ح‬ ject pronoun (dhamir/ pronomina/ kata ganti subyek) is
_٢
٠:rd used in place of a noun naming who does the action

ed by the verb in a sentence, i.e. I, you, he, we, etc. These
nouns are also called personal pronouns.
‫ا‬
For examples :
٦۵ Muhammad was born in Makkah. He was brought up
by his grandfather. (Muhammad dilahirkan di Mekah.
Beliau dibesarkan oleh kakeknya). He is used in place
of the noun Muhammad. He is a subject pronoun.
2) When h was in 20s, Muhammad was hired by a
wealthy widow. (Ketika berusia 20an tahun,
Muhammad disewa oleh seorang janda kaya).
‫آل‬١ They settled into a peaceful and prosperous life.
(Mereka menetap dalam kehidupan yang damai dan
makmur).
Object Pronoun
I :;ect pronoun (pronomina obyek) is word used in place of a
: ’in or a noun phrase that refers to a person, thing, etc af-
‫تبح‬:‫ح‬ d by the action of a verb, i.e. me, you, him, US, etc.
For examples :
‫ل‬١ Muhammad is a God’s prophet, and most Muslims re-
gard him as the greatest one. (Muhammad adalah
seorang nabi Allah dan kebanyakan orang Islam
menganggapnya sebagai nabi teragung). Him is used in
place of the noun Muhammad. Him is an object pro-
noun;
2) AU gave her a book. 11 memberinya sebuah buku). He
(٨
met Fatimah and me in a library this morning. ٢‫ةادًا‬

menemui Fatimah dan saya di sebuah perpustakaan
tadi pagi). Sometimes two pronouns are connected by
and that can be troublesome. If the pronoun is used as
part of the object, we have to use an object pronoun
(me, him, etc not I, he, etc.)
51
ISLAMIC ENGLISH
3. Possessive Pronoun
Possessive pronoun (pronomina kepemilikan) is word used in place
of a noun showing possession, i.e. mine, yours, his, ours, etc. Posses
sive pronouns replace adjective pronouns (possessive adjectives)
plus nouns: my + noun, your + noun, his + noun, our + noun, etc.
For examples :
‫ل‬١ Khadija hired Muhammad to lead her ca a arts. (1‫ةذلةة‬
mempekerjakan/ menggajiMuhammad untuk memimpin kafilah).
‫ دعنح‬This is Laila’s hooh. That book is hers too. (YmLvb ‫ةا‬١‫غ‬
Buku itu juga miliknya).
S) This is the students’ classroom. This classroom is theirs. ‫خأآللم‬
ruang/ kelas para mahasiswa itu. Kelas ini milik mereka).
Patterns and Examples

for Possessive Pronouns
Patterns Examples
My + noun = mine This is my book becomes: This is mine.
(kepunyaanku) (Ini bukuku menjadi: Ini milikku).
Your + noun = yours Is this your pen? becomes: Is this yours?
(kepunyaanmu) (Pulpenmukah ini? menjadi: Kepunya-
anmukah ini?).
His + noun = his I like his prayer mat becomes: I like his.
(kepunyaannya/ laki-laki) (Aku menyukai sajadahnya, menjadi:
Aku menyukai miliknya).
Her + noun = hers I don’t like her short skirt becomes: 1
(kepunyaannya/ perempuan) don’t like hers.
(Aku tak suka rok pendeknya, menjadi:
Aku tak menyukai miliknya).
Their + noun = theirs Their coats are too big becomes: Theirs
(kepunyaan mereka) are too big.
(Jaket mereka terlalu besar, menjadi:
Milik mereka terlalu besar).
Our + noun = ours This is our campus becomes: This is ours.
(kepunyaan kami) (Ini kampus kami, menjadi: Ini milik
kami).
Its +• noun = its The cat injured its foot becomes: The cat
(kepunyaannya, untuk hewan injured its.
dan barang) (Kucing itu terluka kakinya, menjadi:
Kucing itu miliknya terluka).
52
ISLAMIC ENGLISH
‫ن‬ Reflexive Pronoun

‫ت‬ exive pronoun (pronomina refleksi diri subyek) is word or
٢:٦
٢::‫ح‬ showing the action of the verb is performed on its subject,

7 myself, yourself, himself, ourselves, etc. These pronouns
-‫ ؛‬.ally follow the verb and indicate that the subject is both
،-٦٦ ng and receiving the action.
Sometimes, reflexive pronoun is used as an object of a verb
the action of the verb returns to the doer. For example :
‫ت‬-‫نت ي‬
-;mad Geoffrey can teach himself how to understand Arabic

:-:::er. (Ahmad Geoffrey bisa mengajar dirinya sendiri cara
:□ahami bahasa Arab dengan lebih baik).
Reflexive pronoun is also used to emphasize a noun or
٦‫آلح‬٦‫ل‬٢‫ز‬١‫ عل‬Yor ‫آةتج‬٦‫جةآلل‬٦ Sometimes, he himself washes his
::':es, not his wife. (Kadang-kadang dia sendiri yang mencuci
- akaiannya, bukan istrinya). Note that when a reflexive pro-
٠ :is followed by the word by, the pronoun means alone
‫دن‬
-7 dirian). For example : The widow whose name is Siti lives

٢-
- :er old house by herself. (Janda yang namanya Siti itu

-:.al di rumah tuanya sendirian).
' Relative Pronoun

:.7 pronoun (pronomina penghubung) is word or form re-
‫فآتاا‬
■٢٠1 g to an earlier noun, clause or sentence, i.e. who, whom,

:■se, that, where, etc. In Arabic these pronouns are compa-
-‫ذ‬ with ism mausul meaning yang...in Indonesian. Gener-
‫ا‬
‫?كت‬٠. relative pronoun or relative clause describes the preced-

٠ noun in such a way to distinguish it from other nouns of the
;
-‫دحت ذا‬ class. This clause is essential to the clear understanding

- :he noun. The forms are as follows:
For Subject: Object : Porsessive :
Persons : who whom/who whose

that that
Things : that that whose, of which,

which which
53
ISLAMIC ENGLISH
For examples :
7) The great prophet who was born in Makkah was
Muhammad peace be upon him. (Nabi besar yang
dilahirkan di Mekah itu bernama Muhammad SAW.).
2) Almost everyone who/ that knew Muhammad liked him.
(Hampir s etiap orang yang mengenal Muhammad
menyukainya).
3) The man whom/ who/ that we believe in is the messen-
ger of God. (Lelaki yang kita imani itu adalah utusan
Tuhan).
4) The student whose father went to Mecca is going to
study abroad. (Mahasiswa yang ayahnya ke Mekah itu
akan belajar ke luar negeri).
5) The cat whose tail is long is All’s. (Knclng yang ekornya
panjang itu milik Ali).
6) The house whose windows/ of which the windows are
broken is unoccupied. (Rumah yang jendela-jendelanya
rusak itu tidak dihuni).
Note: Study the following forms of pronoun carefully.
Subject Object Possessive Reflexive

1 me my mine myself
you you your - your yourself/yourselves
he him his ......= his himself
she her her ......= hers herself
they them their ......= theirs themselves
we ٦ 15 our ....... ours ourselves
it it its ......= its itself
5. Exercises
5.1 Choose the correct form of pronouns available in the
brackets
1. I hurt (mine/ me/ my/ I) leg.
2. I go to school with (his/ hisself/ him/ he).
3. (Their/ they/ theirs/ them) coats are too big.
54
ISLAMIC ENGLISH
4. Is this (yours/ your/ you/ yourself) suitcase?

5. No, it is not. It is (hers/ she/ her/ herself) suitcase.
٠٦. Let (we/ us/ our/ ourselves) pray in the new mosque.
7. Budi (his/ him/ herself/ himself) went to the meeting.
١. Everyone has to do (his/ him/ himself/ he) own work.
9. Honestly, I don’t like (she/ hers/ herself/ her) behavior.
10. The widower is eating dinner by (himself/ him/ he/ his).
11. My uncle bought (I/ me/ mine/ myself) a new prayer mat.
12. She and (1/ mine/ my/ myself) have never seen the bad
movie.
13. You (yours/ yourself / your-self/ you) must do this home-
work.
14. The policeman was looking for (theirs/ them/ themselves/
they).
1,5 . (Our/ Us/ We/ Ours) are going to paint our old mosque to-
morrow.
.5. 2 Complete the following sentences with suitable pro-

nouns. Then, translate the sentences into Indonesian
1. Let ... finish their homework.
Translation :......................................................................
2. Every student has to do ... own research.

Translation :...............................................................
:3 . ... are going to paint our house next Monday.

Translation :......................................................................
1. Nancy and ... boy friend would rather not go to the cinema.
Translation :......................................................................
.5. Mr. Ahmad and ......wife, Mrs. Ahmad, were watching TV

when 1 came.
Translation :......................................................................
55
ISLAMIC ENGLISH
Unit Eight
SQ IS NOT ABOUT 1310 1(‫ل‬
RELIGIOUS
1. Reading
Many people today have achieved an unprecedented level of
material well-being, yet they feel they want more. Many speak
of an emptiness ،here’, pointing to their abdomen. This ،more’
that would feel the emptiness seldom has any connection with
formal religion. Indeed, most people seeking some spiritual
fulfillment see no relation between their longing and formal
religion.
SQ has no necessary connection to religion. For some
people, SQ may find a mode of expression through formal reli
gion, but being religious doesn’t guarantee high SQ. Many hu
manists and atheists have very high SQ; many actively and VO
ciferously religious people have very low SQ. Some studies
done by the psychologist Gordon Allport fifty years ago showed
that more people have religious experiences outside the con
fines of mainstream religious institutions than within them.
Spiritual intelligence is the soul’s intelligence. It is the in
telligence with which we heal ourselves and with which we
make ourselves whole. So many of US today live lives of the
57
I A M I c ENGIISH
wounded fragmentation. We long for what the poet T.s. Eliot

called ‘a further union, a deeper communion,, but we find little
resource within our ego-bound selves or within the existing
symbols or institutions of our culture. SQ is the intelligence
that rests in that deep part of the self that is connected to wis-
dom from beyond the ego, or conscious mind, it is the intelli-
gence with which we not only recognize existing values, but
with which we creatively discover new values. SQ is not cul-
ture-dependent or value-dependent. It doesn’t follow from ex-
isting values but rather creates the very possibility of having
values in the first place. Throughout human history, every
known culture has had some set of values, though the specific
values differ from culture to culture. SQ is, thus, prior to all
specific values and to any given culture. It is also, therefore,
prior to any form of religion expression that it might take. SQ
makes religion possible (perhaps even necessary), but SQ does
NOT depend upon religion.
(Quoted from: Zohar, Danah and Marshall, Ian. Spiritual Intelligence The Ultimate Intelli-
gence. 2000: 8-9)
2. Vocabulary
abdomen (n) = perut long for (v) - merindukan
confine (n) - batas conscious (adj - sadar
emptiness (n) - kehampaan fragmentation (n) - kepingan
given (adj) - tertentu ego-bound (n) - ikatan keakuan
fulfillment (n) — pemenuhan mainstream (n) - aliran utama
mode (n) - cara heal (v) - mengobati
longing (n) — kerinduan seek (v) - mencari
study (n) - penelitian rest (v) - bersemayam
well-being (n) - kesejahteraan whole (adj) — utuh
wisdom (n) - kebijaksanaan wounded (adj) — terluka
vociferously (adv) - dengan semarak being religious (adj) - taat beragama
communion (n) - komuni/ kerukunan
prior to (adv) = sebelum (ada sebelum)
unprecedented (adj) = tak terjadi sebelumnya
58
ISLAMIC ENGLISH
3. Comprehension
3.1 Choose a, b, or c to answer the following questions
1. What have many people achieved?
a. An unprecedented level of emptiness;
b. An unprecedented level of spiritual well-being;
c. An unprecedented level of material well-being.
2. Are many people who have achieved material well-being
satisfied?
a. Yes, because they feel they want more;
b. Yes, because they have achieved what they want;
c. No, because they psychologically feel an emptiness.
3. What do many people talk about?
a. An emptiness;
b. Formal religion;
c. Material well-being.
4. Which of the following statements about SQ is true?
a. SQ has necessary connection to religion;
b. SQ has necessary connection to humanists;
c. SQ is not necessarily related to any religion.
5. Who sees no relation between longing and formal religion?
a. Most people;
b. Some people;
c. Many people.
6. All of the following are true of SQ, except:
a. SQ is the soul’s intelligence;
b. SQ rests in a deep part of self;
c. SQ is closely related to religion.
7. Who is Gordon Allport?
a. The poet;
b. The psychologist;
c. The writer of SQ book.
8. The word ،the ego’ in line 24 could best be replaced by:
a. the self;
b. the mind;
c. the intelligence.
9. It can be concluded from the passage that :
a. SQ is relevant to the religion of Islam;
b. SQ is irrelevant to the religiousness of human beings;
c. SQ is relevant to religious intelligence of human beings.
59
10. Which of the following conclusions may be made on the ba-

sis of the information in the passage?
a. Being religious is closely related to possessing a high SQ;
b. Possessing a high SQ does not depend upon being religious;
c. Possessing a high SQ is not more important than that a
high culture.
3.2 Read the following sentences. Then, predict which

idea comes next. Re-write one of the statements (a, 1 ‫و‬
or c) suitable with the sentence
1. Spiritual quotient is not about being religious.
a. So that, being religious is relevant to SQ;

b. Thus, those who have SQ are always religious;
c. So that, being religious is unnecessarily related to SQ.
2. SQ may be expressed through formal religion.
a. Therefore, many atheists have very high SQ;

b. It is important that atheists have very high SQ;
c. Being religious, however, doesn’t guarantee high SQ.
3. SQ is not relevant to the religion of Islam.
a. SQ does not depend upon any religion;

b. A religious Muslim, however, may have a high SQ;
c. It is correlated with neither Christianity nor Judaism.
4. Are all people who have achieved material well-being satis-
a. Yes, because they have achieved what they want;

b. No, because they have not achieved material well-be-
ing yet;
c. Not necessarily, for material well-being is not the only
thing they need.
5. Being religious is more important than possessing SQ.
a. However, we must relate it to every religion;

b. We have to relate it to Islamic teachings undoubtedly;
c. So that, we do not have to relate it to our religion exag-
geratedly.
60
ISLAMIC ENGLISH
4. Grammar Review
Count Nouns, Non-Count Nouns, and Determiners
Some nouns are count nouns or countable nouns. Some nouns
are non-count nouns or uncountable nouns. It is very important
to know well if a noun is a count noun or a non-count noun.
1. Count Nouns (Countable Nouns)
1.1 Count nouns are nouns that can be counted. We can say
one book, two books, many books, ‫آة‬١.‫ ة‬one child, two chil
dren, many children and one person, two people, many
people, and so forth. For example, Many humanists and
atheists have very high SQ (Banyak pengikut aliran
Humanisme dan orang-orang ateis/ anti Tuhan
mempunyai kecerdasan spiritual yang amat tinggi)
Notice that a count noun can be preceded by a or an in the
singular depending on whether the word begins with conso
nant or vowel sound. A is used before words that begin with a
consonant sound. An is used before words that begin with
vowel sound.
For examples :
‫دل‬Many speak of an emptiness ،here’, pointing to their ab
domen. (Banyak orang yang membicarakan tentang
kehampaan ‫؛‬di sini’ sambil menunjuk pada perut
mereka).
2١ She has been waiting for a friend of hers for an hour. (Dia
sudah menunggu seorang temannya selama satu jam).
1.2 . Some words may be confusing because the spelling does
not indicate the pronunciation. The following words begin
with a consonant sound and thus must always be preceded
by a.
a European a eulogy a euphemism a eucalyptus

a half a heavy a house a horse
a union a uniform a universal a university
The following words begin with a vowel sound and thus

must always be preceded by an.
an hour an heir an herbal an honest man
an umbrella an uncle an unnatural an understanding
61
S l A M I C NGIISH
2٠ Non-Count Nouns (Uncountable Nouns)

2.1 . Non-count nouns are nouns that cannot be counted. We
cannot say, for example, one information, two informa-
tions, many informations, or one money, two moneys, many
moneys. However, some non-count nouns such as food and
meat may be used as count nouns in order to indicate dif-
ferent types.
For examples :
1) This is one of the foods that 7 like very much. (Ini adalah
salah satu makanan yang amat saya sukai).
Muhammad studied meats such as beef and tamb.
(Muhammad telah meneliti anekaragam daging seperti
daging sapi dan daging domba).
2.2 The following contains some non-count nouns that have to
be known. It is important to remember that although some
non-count nouns in the list appear to be plural because
they end in -s, they are actually not plural.
advertising geography lightning politics

air gold love pollution
anger happiness luck pride
bread health luggage recreation
beauty help mathematics rubber
cheese homework measles sand
chicken honesty mumps silver
darkness ice music 80٤1
economics ice cream news 80٦10
education intelligence paper thunder
entertainment iron patience toothpaste
equipment jewelry peace wealth
fruit knowledge physics wood
3٠ Determiners
٤3.1 Determiners (pewatas) ٤ire words like any, many,
much, some, the, that comes before a noun to show how the
noun is being used. Some determiners can be used only
with count nouns.
62
ISLAMIC H٢٥l\s١٩
For examples :
١١ She gave me CL banana and, an orange last night. ٢١ ad)
malam dia memberi saya sebuah pisang dan sebuah
jeruk).
2١ Those students bought many boohs yesterday. (Kemarin
para mahasiswa itu membeli banyak buku).
‫ (آل‬My uncle gaoe me three magazines last week ٠‫ا؟جال‬١‫ل‬
lalu paman memberi saya tiga buah majalah).
Some determiners can be used only with non-count nouns.
For examples :
١١ Do you haoe much information about the murder‫؟‬
(Apakah anda mempunyai banyak informasi mengenai
pembunuhan itu?).
2١ No, we only haue a little information about it. ٢٢٦dak.
Kami hanya mempunyai sedikit informasi mengenai itu).
‫ )آل‬A large amount of water was polluted by toxic.
(Sejumlah banyak air telah tercemar oleh limbah
beracun).
Some determiners can be used with both count nouns and non-
count nouns.
For examples :
١١ A lot of students need a lot of money to buy books.
(Banyak mahasiswa membutuhkan banyak uang untuk
membeli buku-buku).
2) Nowadays, there are more people who earn more money
to survive. (Zaman sekarang, lebih banyak orang
mencari lebih banyak uang untuk bertahan hidup).
‫ )آل‬None of the children who knew that none of the fruit left
in the fridge. (Tak seorang anak pun yang tahu bahwa
tak sebutir pun buah yang masih tersisa di dalam
kulkas itu).
3.2 The word little and few should be put into a little and a few
if they are preceded by the word only. For example, There
are few teachers whose English is good. (Ada aedik(‫ج ؛‬٦‫تل‬١‫د‬
vang bahasa Inggrisnya bagus) becomes Only a few teach-
ers whose English is good. (Hanya sedikit guru yang
bahasa Inggrisnya bagus).
3.3 It is important to memorize the determiners used with
count nouns and non count nouns in the following chart.
63
ISLAMIC ENGLISH
Determiners
Determiners with count nouns Determiners with non-count nouns
a, an, the, some, any the, some, any

this, that, these, those this, that
none, one, two, three... none
many much (usually in negatives or
a lot of questions)
a large number of a lot of
a great number of a large amount of
(a) few (a) httle
fewer...than less...than
more...than more...than
5. Exercises
5.1 Choose the correct determiners available in brack-
ets. Then, translate the sentences into Indonesian
1. Hasan wants (fewer/ less) coffee than this.
Translation :...............................................................
2. He has already eaten (much/ a large number of) rice.

Translation :...............................................................
3. I need only (little/ a little) salt for my vegetable.

Translation :...............................................................
4. Adi didn’t have (some/ any) money to buy books.

Translation :...............................................................
5. She has (many / much) money to buy many books.

Translation :...............................................................
6. (Those/ That) meat was infected by mad-cow disease.

Translation :...............................................................
7. Can you help me? Sorry, I don’t have (many/ much) time today.
Translation :...............................................................
64
ISLAMIC ‫جه\اةأل‬٩
8. There were (many/ much) people gathered around the

park yesterday.
Translation :..................................................................
9. The student has to finish (a large number of/ a large

amount of) homework tonight.
Translation :..................................................................
10. His friends went to buy (a large number of/ a large amount
of) food for their dinner.
Translation :..................................................................
5.2 . Correct the underlined words and translate the

sentences into Indonesian
1. One of his friend gave him a lot of foods.
Sentence : ...................................................................
Translation :..........................................................................
2. His wife made him a coffee with a few sugar.

Sentence : ...................................................................
Translation
3. He did not have many money for buying fruits.

Sentence : ...................................................................
Translation :..........................................................................
4. A friend of mine saw an woman with her three childs yes-

terday afternoon.
Sentence : ...................................................................
Translation :..........................................................................
5. The women had been waiting for her husband for about a
hour before he came.
Sentence : ...................................................................
Translation :..........................................................................
65
ISLAMIC ENGLISH
Unit Eleven
REDEFINING RELIGION AT
5)11 001‫ر‬
1. Reading
The officially recognized religions have been incorporated into
the curriculum since Indonesia was established. How should
we redefine the function of religious subjects in school? Listed
below are major observations of how religious education
should be viewed.
* Children from early days of schooling should be made
aware of, and accustomed to, seeing differences of reli
gious faiths and practice. The earlier the awareness is
established, the better. Muslims in this country consti
tutes the majority and they, by definition, hold greater
responsibility in building the nation. It does not sug
gest, though, that followers of other religions do not
‫ه‬
hold such responsibility. 11 the religions teach a set of
directions for living together in a society where other
religions coexist.
* In schools, of utmost important is the practice of reli
gions. ‘We do not need to prove religion to men, but to
prove to them that they are religious’, said George
85
ISLAMIC ENGLISH
Tyrell. It sensible to say that the communal clashes and

other social ills cited above are not necessarily moti
vated by religious sentiments. Instead, they are caused
by fragmentary understanding of the religious teach
ings. No religion on earth teaches its followers to ab
duct and kill people, burn houses of worship and de
stroy public facilities.
* Religious teachings are to be operative in life outside
the school walls where teachers do not have any direct
control over students. Morality and religious practice
are exemplified by parents, public figures and people
in general. They function either as partners or rivals of
religion teachers. This being the case, religious indoc
trination will be counter productive; therefore, class
room interactions should be designed as an arena for
understanding religious implementation and clarifying
conflicting social values prevalent outside the class.
* Among education aims, is to develop creative human
resources who are physically strong and spiritually
sound. The more religious they are, the more creative
they will grow. While technology creates new devices
and new rules, religious development creates high or
der realities.
* Our national history shows that nonformal education
such as Islamic boarding schools (pesantren) and mis
sionaries of other religions have been much more sue-
cessful in preparing community leaders and propagat
ing religion. The nation is indeed indebted to volun
teers, teachers, propagators, informal leaders and so
cial workers at religious institutions and non-govern
mental organizations whose devotion, dedication and
commitment have been taken for granted by the gov
ernment.
Quoted ١٢٥٢٢١■, lasWah, k. Crtaedav, Language, Culture, and Education■. A Portrait of
Contemporary Indonesia, 2003: 108-109)
ISLAMIC ENGLISH
2. Vocabulary
abduct (V) = menculik aware (adj) = sadar
be accustomed (adj) = terbiasa by definition (adj) = tentu/ jelas
coexist (v) = sama-sama ada clarify (v) = menjelaskan
conflicting (adj) = berlawanan constitute (v) = merupakan
create (v) = menciptakan devotion (n) = pengabdian
device (n) = alat/ perangkat follower (n) = pengikut
exemplify (v) = mencontohkan indebted (be) = berhutang
officially (adv) = secara resmi prevalent (adj) = lazim/ umum
propagate (v) = berdakwah sensible (adj) = bijaksana
sound (adj) = sehat though (conj) - namun
fragmentary (adj) = tidak utuh/ terpisah-pisah
incorporate into (v) = memasukkan ke dalam
not necessarily (adv) = tak mesti/ tak selalu
redefine (v) = mendefinisikan kembali
religious (adj) = beragama/ keagamaan
utmost (adj) = amat penting/ utama
3. Comprehension
3.1 Choose a, b, c or d to answer the questions according
to the passage
a. How to redefine education;
b. How to make education religious;
c. How to redefine the religion of Islam;
d. How to redefine religious education at schools.
2. What should children be made from their early days of
schooling?
a. They should be aware of different Muslims;
b. They should be accustomed to seeing differences;
c. They should be aware of different religious faiths;
d. They should be aware of and accustomed to seeing dif-
ferent religious faiths.
3. What does the author say about Muslims in Indonesia?
a. They have responsible awareness;
b. They do not have any responsibility;
c. They constitute the minority of people in Indonesia;
d. They are the responsible majority of people in Indonesia.
87
I s l AM I c ENGLISH
4. What is the utmost important concerning religions at

schools?
a. The proof that religion is there;
b. The practice of religious sentiments;
c. The proof that students are religious;
d. The proof that students need religions.
5. The communal clashes and other social ills are caused by:
a. religious sentiments;
b. abducting and killing people of other religion;
c. disconnected understanding of the religious teachings;
d. disconnected understanding of their religious teach-
ers.
6. Who exemplify morality and religious practice?
a. Students’ parents do;
b. Mainly public figures do;
c. Mainly people in general do;
d. Mainly parents and public figures do.
7. How should classroom interactions be planned?
a. They should be planned to be a fighting arena;
b. They should be planned to be an arena for fighting;
c. They should be planned to be an arena for understand-
ing religion;
d. They should be planned to be an arena for understand-
ing religious implementation.
8. What is among educational aims of ours?
a. To develop creative people;
b. To develop people who are spiritually strong;
c. To develop people who are physically and spiritually
strong;
d. To develop creative people who are physically and
spiritually satisfied.
a. Islamic boarding schools (pesantrens) should be run
successfully;
b. Islamic boarding schools (pesantrens) have been far
more successful;
c. Islamic boarding schools (pesantrens) have been propa-
gating religion;
d. Islamic boarding schools (pesantrens) have been much
more unsuccessful.
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ISLAMIC ENGLISH
10. Which of the following conclusions may be made on the ba-

a. Religious education at schools is important;
b. Religious education at schools is unimportant;
c. Religious education at schools is very unimportant
education;
d. Religious education at schools is more unimportant
than other education.
3,2 . Find the supporting details for the main idea in the
following paragraph
Our national history shows that nonformal education such

as Islamic boarding schools (pesantren) and missionaries
of other religions have been much more successful in pre-
paring community leaders and propagating religion. The
nation is indeed indebted to volunteers, teachers, propa-
gators, informal leaders and social workers at religious in-
stitutions and non-governmental organizations whose de-
votion, dedication and commitment have been taken for
granted by the government.
The contribution of jpesantren ................................................
4. Grammar Review
The Passive Voice
1. The passive voice (kalimat pasif) is formed from the
verb to be including am, is, was, were, have been and so
on used as an auxiliary (kata kerja bantu), and the past
participle of the main verb, which is transitive (like writ-
ten, etc.) not intransitive verb (like slept, etc). Addition-
ally, the special auxiliaries can be, must be, should be and
so forth are also possible to be used in the passive voice.
89
ISLAMIC ENGLISH
2. In the active voice (kalimat aktif), the subject of the sen-

tence performs the action. For example, Adam used a prayer
mat for praying. (Adam menggunakan sajadah untuk salat).
In the passive voice, the subject is acted upon by someone or
someixg,. For exampVe, The prayer mat was used by Adam.
(Sajadah itu digunakan oleh Adam). Related to this, in
Bahasa Indonesia, the passive verb is formed by changing
the prefix me into the prefix di (e.g. menulis into ditulis).
Normally, the passive voice is used only when the agent
(pelaku) who performs some action is not known or is not
important.
For examples :
‫ دل‬English is studied all around the world. (Bahasa
Inggris dipelajari di seluruh dunia).
2١ The Republic of Indonesia was established in 1945.
(Republik Indonesia telah didirikan pada tahun 1945).
‫ دأل‬The final exam will be held next week. ‫ةدذذآلم‬١٦ ak١٦ir
akan diselenggarakan minggu depan).
3. We use an active verb in active voice to express what the
subject did or does. For example, Professor Shihab was a
writer. He wrote this booh in 2000. (Proiesor 1i> ‫ةلجةة‬١٦
seorang penulis. Beliau menulis buku ini pada tahun
2000). This active voice can be put into passive voice ei-
This book was written by Professor Slhab (by him) in
2000. (Buku ini telah ditulis oleh Profesor Shihab/ oleh
beliau pada tahun 2000) or simply This book was written in
2000. (Buku ini telah ditulis pada tahun 2000) when the
doer is unknown or unimportant
4. Listed below are the most common examples of the pas-
sive voice in English. Notice that the use of the passive
voice for some tenses, such as the future progressive
tense, is not common or less common in English.
The Simple Tenses

4.1 The Simple Present
Active :
The teacher teaches students the religion of Islam eery
Friday. (Guru itu mengajarkan agama Islam kepada
para siswa setiap hari Jumat)
90
\‫ح\عجداه‬ UGl\S١٩
Passive :
A, The religion of Islam is taught to students euer Friday.
(Agama Islam diajarkan kepada para siswa setiap hari
Jumat)
‫آل‬. Students are taught the religion of Islam ever‫ ؛‬Friday.
(Para siswa diajar agama Islam setiap hari Jumat).
4.2 The Simple Past

Active :
The teacher taught students the religion of Islam ester-
day. (Kemarin guru itu mengajarkan agama Islam
kepada para murid)
Passive :
A. The religion of Islam was taught to students ‫؛‬esterda‫؛‬.
(Agama Islam telah diajarkan kepada para siswa
kemarin).
‫آل‬. Students were taught the religion of Islam ‫؛‬esterda‫؛‬.
(Para siswa diajar agama Islam kemarin).
4.3 . The Simple Future

Active :
The teacher will teach students the religion of Islam to-
morrow. (Besok guru itu akan mengajarkan agama Is-
lam kepada para murid).
Passive :
A. Students will be taught the religion of Islam tomorrow.
(Besok para siswa akan diajar agama Islam).
‫آل‬٠ The religion of Islam will be taught to students tomor-
row. (Besok Agama Islam akan diajarkan kepada para
siswa).
The Progressive Tenses

4.4 The Present Progressive
Active :
The teacher Is teaching students the religion of Islam
now. (Sekarang guru itu sedang mengajar agama Is
lam).
91
ISLAMIC ENGLISH
Passive :
‫أ‬٠ The religion of Islam is being taught to students, (Agama
Islam sedang diajarkan kepada para siswa).
2. Students are being taught the religion of Islam. (Para
siswa sedang diajar agama Islam).
4.5 The Past Progressive

Active :
The teacher was teaching students the religion of Islam
when I came yesterday. (Ketika saya datang kemarin
guru itu sedang mengajarkan agama Islam kepada para
siswa).
Passive :
١٠٠ Students were being taught the religion of Islam when I
came. (Para siswa sedang diajar agama Islam ketika
saya datang).
2. The religion of Islam was being taught to students when
I came. (Agama Islam sedang diajarkan kepada para
siswa ketika saya datang).
The Perfect Tenses

4.6 The Present Perfect
Active :
The teacher has taught students the religion of Islam.
(Guru itu sudah mengajarkan agama Islam kepada
para siswanya)
Passive :
p. The religion of Islam has been taught to students.
(Agama Islam sudah diajarkan kepada para siswa).
2. Students have been taught the religion of Islam. (Para
siswa sudah diajar agama Islam).
4.7 The Past Perfect

Active :
The teacher had taught the religion of Islam before I
came yesterday. (Guru itu sudah selesai mengajar
agama Islam sebelum saya datang kemarin).
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ISLAMIC ENGLISH
Passive :
The religion of Islam had been taught before I came.
(Agama Islam sudah selesai diajarkan sebelum saya
datang).
4.8 The Future Perfect

Active :
The teacher will haue taught the religion of Islam before
he teaches Arabic tomorrow. (Guru itu akan sudah
mengajar agama Islam sebelum ia mengajar bahasa
Arab besok).
Passive :
The use of passive voice form of the future perfect
tense is less common in English.
4.9 . Can be, should be
Active :
The teacher should teach the religion of Islam perfectly.
(Guru itu harus mengajar agama Islam dengan
sempurna).
Passive :
The religion of Islam should be taught perfectly.
Islam harus diajarkan dengan sempurna).
5. Exercises
5.1 Change the active into passive by supplying the
correct form of be and past participle
1. Adam is using his new prayer mat now.
His new prayer mat ... now.
2. He always recites the holy Quran attentively.
The holy Quran ... always ... attentively.
3. Aishah was reading my Arabic book when I came.
My Arabic book ... when I came.
4. Did the teacher teach them Christianity yesterday?
... they (the students) ... yesterday?
93
ISLAMIC ENGIISH
5. Of course, not. He taught them the religion of Islam.

No, but they ... the religion of Islam.
6. Every Muslim has to take an ablution before praying.
An ablution ... before praying.
7. A religion teacher has to make his students religious.
The students ... religious.
8. He taught students how to recite the holy Quran yester
day.
The students ... yesterday.
9. Every religion teacher must teach the religion of Islam
properly.
The religion of Islam ... properly.
10. The Islamic leaders will build an Islamic boarding school
next month.
The Islamic boarding school... next month.
5.2 Change the active to the passive. Then, translate the

sentences (the passive) into Indonesian
1. We study Arabic.
Passive :........................................................................
Translation :........................................................................
2. We do not study Japanese.

Passive :........................................................................
Translation :........................................................................
3. We study English and Arabic.

Passive :........................................................................
Translation :........................................................................
4. He read an English book yesterday.

Passive :........................................................................
Translation :........................................................................
5. She will write an Arabic lesson tonight.

Passive :........................................................................
Translation :........................................................................
94
ISLAMIC ENGLISH
6. Has the kid already drunk a glass of milk?

Passive :................................................................
Translation :.........................................................................
7. Yes, and he is eating a plate of fried rice now.

Passive :................................................................
Translation :........................................................................
8. Ali and Fatimah (They) will not watch the bad movie.
Passive :................................................................
Translation :.........................................................................
9. Some Muslims usually recite the Holy Quran every Thurs

day night.
Passive :................................................................
Translation :.........................................................................
10. He teaches the holy Quran in an Islamic boarding school

on Fridays.
Passive :.................................................................
Translation :.........................................................................
995
ISL A MIC E N G LIS H
Unit Twelve
WAR AND HUMAN RIGHTS
IN ISLAM
1. Reading
Like Chritianity, Islam permits fighting in self-defence, in de
fence of religion, or on the part of those who have been ex
pelled forcibly from their homes. It lays down strict rules of
combat which include prohibitions againts harming civilians
and against destroying crops, trees, and livestock. As Muslims
see it, injustice would be triumphant in the world if good men
were not prepared to risk their lives in a righteous cause. The
Quran says:
uFight in the cause of God againts those who fight you, but do
not transgress limits. God does not love transgressors" (2: 190)
97
IS L A M IC E N G L IS H
"If they seek peace, then seek you peace, and trust in God for
He is the One that heareth and knoweth all thing" (8: 61)
Freedom of conscience is laid down by the Quran itself:

"There is no compulsion in religion" (2: 256). The life and prop
erty of all citizens in an Islamic state are considered sacred
whether a person is Muslim or not.
Racism is incomprehensible to Muslims for the Quran
speaks of human equality in the following terms:
"O mankind! We created you from a single soul, male and fe
male, and made you into nations and tribes, so that you may
come to know one another. Truly the most honored of you in
God's sight is the greatest of you in piety. God is All-Knows
and All-Aware" (49: 13)
(Quoted from: The Australian Federation of Islamic Councils Inc, Understanding Islam,
1991: 6)
2. Vocabulary
cause (n) alasan/ demi knoweth (adj) mahatahu
Christianity (n) agama Kristen livestock (n) peternakan
combat (n) peperangan prohibition (n) = larangan
expel (v) mengusir triumphant (adj) = berjaya
fight (v, n) perang/ berkelahi righteous (adj) = yang benar
forcibly (adv) dengan paksaan strict (adj) = terbatas/ ketat
heareth (adj) = mahamendengar transgress (v) = berlebihan
home (n) = tanah air racism (n) = ras1sme
tribe (n) suku truly (adj) = sungguh
98
‫؛‬s LAM! c ENGLISH
sight (n) = pandangan

incomprehensible (adj) = tak dapat difahami
piety (n) = ketakwaan/ kesalehan
3. Comprehension
3.1 Choose a, b, c, or d to answer the questions according
to the passage
1. What does this passage discuss?
a. Human rights;
b. Human rights in Islam;
c. War and combat in Islam;
d. Combat and human rights in Islam.
2. The word ،،fighting” in line 1 is closest in meaning to:
a. wage war;
b. kick others;
c. destroy trees;
d. destroy crops.
3. What does the holy Quran tell US about war?
a. It should be waged in the cause of God against people
who like us;
b. It should be waged in the cause of God against people
who hate us;
c. It should be waged in the cause of God against people
who fight us;
d. It should be waged in the cause of God against people
who dislike US.
4. What do Muslims see injustice?
a. It would be a righteous cause;
b. It would be triumphant in the world;
c. It would dominate the world if there were not any good men;
d. It would dominate the world if good men were not pre
pared to risk their lives in a righteous cause.
5٠ Which of the following statements about fight is true?
a. We may fight in the cause of God so far as we trans
gress limits;
b. We may fight in the cause of God although we trans
gress limits;
99
LAMIC ENGLISH
c.We may not fight in the cause of God although we

transgress limits;
d. We may fight in the cause of God so far as we do not
transgress limits.
6. The phrase ‘،human rights” could best be translated into:
a. manusia benar;
b. hak asasi manusia;
c. hak dan kewajiban manusia;
d. kebenaran-kebenaran manusia.
7. How are the life and property of all citizens in an Islamic
state considered?
a. They are considered sacred;
b. They are considered sacred if they are ours;
c. They are considered sacred if their owner is aMuslim;
d. They are considered sacred if their owner is not a Mus-
lim.
8. Who are the most honored among US in the sight of God?
a. Those who come to see one another;
b. Those who come to know one another;
c. Those who are the greatest of US in piety;
d. Those who are the greatest of them in piety.
9. What did God say about the freedom of conscience? He
said that:
a. there was a compulsion in life;
b. there was a compulsion in religion;
c. there was no compulsion in religion;
d. there was no religion in compulsion.
10. It can be concluded from the passage that:
a. there is nothing to do with human rights;
b. war and human rights are recognized by Islam;
c. war and human rights are not recognized by Islam;
d. war, human rights, and racism are recognized by Islam.
100
ISLAMIC ENGLISH
3.2 Fill in the blanks with the pronouns and their refer-
ences available in the following paragraphs
Like Chritianity, Islam permits fighting in self-defence,

in defence of religion, or on the part of those who have
been expelled forcibly from their homes. It lays down
strict rules of combat which include prohibitions againts
harming civilians and against destroying crops, trees, and
livestock. As Muslims see it, injustice would be
triumphant in the world if good men were not prepared to
risk their lives in a righteous cause. Freedom of
conscience is laid down by the Quran itself: ،،There is no
compulsion in religion” (2: 256). The life and property of
all citizens in an Islamic state are considered sacred
whether a person is Muslim or not.
Racism is incomprehensible to Muslims for the Quran
speaks of human equality in the following terms: 60‫ئ‬
mankind! We created you from a single soul, male and
female, and made you into nations and tribes, so that you
may come to know one another. Truly the most honored of
you in God’s sight is the greatest of you in piety. God is
All-Knows and All-Aware”
Pronouns : References :
4. Grammar Review
Quoted and Reported Speech
1. Quoted Speech
Quoted speech which is also called direct speech refers to
reproducing words exactly as they were originally spoken. In
quoted speech quotation marks or inverted commas are
used.
101
For examples :
1) Allah said, “Fight in the cause of God againts those who
fight you, but do not transgress limits.” (Allah berfirman,
“Perangilah demi Allah orang-orang yang memerangi
kamu sekalian, tetapi jangan melampaui batas!”). In this
example a comma after Allah said is used and the first
word of the quoted sentence is capitalized.
2) “Fight in the cause of God againts those who fight you,
but do not transgress limits” He said. (“Perangilah
demi Allah orang-orang yang memerangi kamu
sekalian tetapi jangan melampaui batas!”, Dia
berfirman). A comma, not a period (titik) is used at the
end of the quoted sentence when it precedes He said.
3) “Fight in the cause of God against those who fight you,”
He said, “but do not transgress limits.” (“Perangilah
demi Allah orang yang memerangi kamu sekalian”, Dia
berfirman, ،،tetapi jangan melampaui batas!”). A comma
is used after the first part of quote, and the first word
of the second half of the quoted sentence is not capital
ized except the pronoun “I” and “He” for God.
4) Mr. Ahmad said to me, “My son, Hamid is a student.
He is studying abroad.” (Tuan Ahmad berkata kepada
saya, ،،Anak lelaki saya, Hamid seorang mahasiswa.
Dia sedang belajar di luar negeri”). In this example
quotation marks are placed at the beginning and end of
the complete quote, and there are no quotation marks
aiter student.
2٠ Reported Speech
Reported speech is also called indirect speech. It refers to
using a noun clause to report what someone has said. Unlike
in quoted speech, in reported speech no quotation marks
are used. Additionally, it is imperative that the verb forms
from quoted speech be changed correctly.
For examples :
1) I asked Tono, “Do you know Tini?” (Saya bertanya
kepada Tono, “Apakah kau mengenal Tini?”) becomes: I
asked Tono if he knew Tini. (Saya bertanya kepada Tono
apakah dia mengenal Tini). In this sentence either if or
whether is used to replace the auxiliary verb do.
102
I A M I c ENGIISH
2) Tono said to me, "I know Tini very well.” (Saya amat
mengenal Tini) becomes: Tono told me that he knew
Tini very well. (Tono menceritakan kepada saya bahwa
dia amat mengenal Tini). Note that s aid to me in
quoted speech must be put into told me in reported
speech.
3) Allah said, ،،Fight in the cause of God againts those
who fight you.” (Allah berfirman, ،،Perangilah demi
Allah orang-orang yang memerangi kamu sekalian!”)
hecomes". Allah told US to fight against those who fight
us. (Allah berfirman kepada kami agar kami
memerangi orang-orang yang memerangi kami). In re-
ported speech an imperative word (kata perintah) is
put into an infinitive, for example, fight (perangilah!)
becomes to fight (memerangi). Note that the word
please, honey, darling, and the like in quoted speech
are not used in reported speech.
4) He said, ،،Do not transgress limits.” (Dia berfirman,
،،Janganlah melampaui batas!”) becomes: He told US not
to transgress limits. (Dia berfirman agar kita tidak
melampaui batas).
5) She said to her husband, ،،Don’t leave me alone,
please.” (Dia berkata kepada suaminya, ،،Kuharap,
jangan tinggalkan aku sendiri!”) becomes: She told her
husband not to leave her alone. ‫ع‬١‫ ةلد‬١‫د‬0‫ل‬١‫ ةاةك‬kepada
suaminya agar tidak meninggalkannya sendirian).
When a quoted speech is a negative imperative
(larangan), the word not is used before infinitive. Re-
member that in English neither imperative nor nega-
tive imperative uses exclamation point (tanda seru).
Study the changes in the verb forms from quoted speech to

reported speech in the following examples.
103
ISIAMIC E N G I I S H
Quoted and Reported Speech Examples
Quoted Speech : Reported Speech :

1. Ali said, "I study English every 1‫ له‬said (that) he studied English every
day.” day.
2. Ali said, “I am studying English.” 11‫ ه‬said he was studying English.
3. 11‫ ه‬said, “I have studied English.” Ali said he had studied English.
4. 1‫ له‬said, "I studied English.” 11‫ ه‬said he had studied English.
5. 1‫ له‬said, "I will study English.” Ali said he would study English.
6. Ali said, ،،I am going to study Engl.” Ah said he was going to study English.
7. 1‫ له‬said, “I can study English.” 11‫ ه‬said he could study English.
8. Ali said, "I may study English.” 11‫ ه‬said he might study English.
9. 11‫ ه‬said, “I might study English.” ٨11 said he might study English.
10.‫ ظله‬said, ،1 must study English.” Ali said he had to study English.
11. Ali said, ،1 have to study English.” Ali said he had to study English.
12. Ali said, ‘I should study English.” 1‫ له‬said he should study English.
13 .‫ خله‬said, (٤ I ought to study English” Ali said he ought to study English.
14 .‫ خله‬said to me, “Study English.” 11‫ ه‬told me to study English.
15Ali asked, (٤ Do you study English?’ 11‫ ه‬asked me if I studied English.
16.Ali asked, “What do you study, Ali asked him (Amir) what he studied.
Amir?”
Notes:
1. Sometimes in spoken English, no change is made in the
verb forms if the speaker is reporting something immedi
ately or soon after it was said, e.g., What did Zainab say?
I didn’t hear her. (Apa yang telah Zainab katakan? Aku
tadi tidak mendengarnya). The immediate reporting for
tkis ٩١‫الةجل‬٢‫ ه‬is, ‫ج‬.‫ج‬., She said she cants you to come to her
birthday party. (Dia berkata bahwa dia menginginkanmu
untuk datang ke pesta ulang tahunnya).
2. The present tense is always retained in both formal and
informal English when the reported sentence deals with a
general truth.
For examples :
‫ل‬١ Our teacher said that the world is round. (٢‫ت‬١‫آلل‬١‫ ل‬kami
berkata bahwa dunia ini bulat).
He said that Islam is God’s religion. (Dia kerkata
bahwa Islam adalah agama Tuhan).
104
3. The use of that (bahwa) is usually optional after say and

tell. However, it is usually obligatory after declare
(mendeklarasikan/ mengumumkan dengan resmi), mention
(menyebutkan), report (melaporkan), and State
(menyatakan) when introducing another clause.
For examples :
‫ل‬١ Our president declared that everyone had to be a law-
abiding citizen. (Presiden kita mendeklarasikan bahwa
setiap orang harus menjadi warga negara yang taat
hukum).
2١ 27‫ ه‬cognite researcher reported that brain was more
٠
important for learning than other organs. ‫ آللم‬eniA
kognitif itu melaporkan bahwa untuk belajar otak lebih
penting daripada organ-organ lainnya).
4. Exercises
5.1 Complete the sentences by reporting the
speaker’s words in a noun clause, Then, translate
the reported speech into Indonesian
1. I said to Muhammad, “I believe you.”
1 told Muhammad.........................................................................
Translation :..............................................................................
2. His father said to him, ،،Don’t be lazy, son.”

He told him............................................................................
Translation :..............................................................................
3. He said, ،،Islam is the true religion from God.”

He said....................................................................................
Translation :..............................................................................
4. “I do not know,” Amin said, ،،the significance of SQ.”

He said....................................................................................
1 told Muhammad.........................................................................
Translation
105
SLAMIC N G l I s H
5. Our teacher said, “SQ may be important but it badiy needs IQ.”
Our teacher told US...............................................................
Translation :.................................................................................
6. ،،Does God permit to fight those who fight US?”, a friend of

mine asked.
A friend of mine asked me.................................................
Translation :.................................................................................
7. God Almighty stated in the Holy Quran, "He is Allah, the

One and Only.”
Allah stated that....................................................................
Translation :................................................................................
8. God Almighty declared in the holy Quran, ،،There is no

compulsion in religion.”
God almighty declared that...............................................
Translation :................................................................................
9. “Some people,” I said, ،،may think incorrectly that SQ is a

religious intelligence.”
I said....................................................................................................
Translation :................................................................................
10. “Do not relate SQ to our religion exaggeratedly.”, Ahmed

Geoffrey, Ph. D. said.
Our professor said.................................................................
Translation :................................................................................
5.2 Match the sentences on the left-hand side with those

available on the right-hand side. Choose a, b, c, etc.
suitable to the sentences
1. Our teacher asked US if we a. “SQ," he stated, “is not
knew human rights in Islam. the same as IQ.”
2. Her father asked, “What will b. He told us he was inter-
you do next week, Aishah?” ested in our religion.
3. Tom said, “I have done c. Our teacher stated SQ
mathematics homework.” was not intelligence quo-
tient.
106
\S١_M١C N G L ! s H
4. He told his mother to help d. Tom told her he was going

him. to study history.
e. He asked his daughter
5. “I’m going to study history.”
what she would do the fol-
he said.
lowing week.
6. She said, “Don’t be lazy, dar- f. She told her son not to be
ling.” lazy.
7. We said, “No, we don’t know g. Jane said, “I study Indo-
anything about SQ.” nesian every Monday.”
8. She said that she studied h. He said, ،‘Do you know hu-
Indonesian once a week. man rights in Islam?”
i. We said that we don’t
9. Our teacher stated that SQ know SQ.
was not the same as intelli- j. He told his mother that he
gence quotient. had done his homework.
10. Mr. George said, “I am in- k. Tim said, “Help me, please.”
terested in Islamic teach- 1. We said we didn’t know SQ.
ing.”
107
ISLAMIC 11511٣‫م‬٧‫ى‬
Unit Thirteen
THE PROBLEMS
OF LANGUAGE USE
1. Reading
There are at least three categories of students who experience
difficulties of using English for academic purposes. Firstly,
these are the students who cannot translate words or terms
into their own vernacular, perhaps because their English lan
guage vocabulary size or their skilled capacity of using the lan
guage is scanty (Oey, 1980: 89c; Kelly, 1990: 4). The students
may actually have the concepts involved in what they are
studying but cannot connect these with the new terms spoken
or written in English. For example, an Indonesian student who
has already known the psychological concept ،self-esteem’ may
not comprehend the texts related to this term, since in Bahasa
Indonesia it is always called ،harga diri’.
Secondly, it is likely that there are a group of students
who can translate words or terms into their native language
but cannot see the relevance of these terms, because they do
not have related concepts which enable them to construct
elaborate meanings. For example, a student studying math
ematics may know the meaning of ،،generally” in daily conver
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SLAMIC ENGLISH
sation as ،،true in some circumstances” but cannot perceive it

as a mathematical term that means ،،true in all circumstances”
(Hodgkin, 1980: 64). With respect to this, it is obvious that the
student’s ability of translating or finding meanings will not
guarantee understanding a paragraph (Oey, 1980: 890) if their
command of background knowledge of the topic which is writ-
ten in that paragraph is scanty (Kelly, 1990: 4).
Thirdly, there are likely to be some students who have ap-
propriate discrete conceptual knowledge but who are not able
to form appropriate connections between concepts. The stu-
dents may really have desirable conceptual knowledge perti-
nent to the topic being learnt but in the form of distinct or
separate parts. Unfortunately, the students are not sufficiently
capable of associating the concepts owing to very limited com-
mand of academic language processing and capabilities in
other reasoning. In other words, they are not able to para-
phrase, analyze, summarize, and draw inferences to build a
new critical and logical synthesis. For example, a student who
has enough conceptual parts of knowledge and knows how to
construct sentences might only be able to produce an essay
that consists of a long saga with many direct quotations. In
other words, the student is unlikely to be able to establish ef-
fective relationships between concepts. Such a student, accord-
ing to Ballard (1980: 128), is not capable of developing a coher-
ent judgment and shaping his or her own ideas independently.
Um. Learning Problems of Indonesian Postgraduate Students at
‫خلهلم‬٢‫ ةج\ذ‬٦٢٠٣٢١■, ‫هالج‬١٦‫ا‬
Fiinders University, 1992: 22)
2. Vocabulary
associate (V) - menghubungkan purpose (n) - tujuan
capable (adj) - mampu reasoning (n) - alasan
comprehend (v) - memahami separate (v) - memisahkan
saga (n) - hikayatZdongeng to be likely (adj) — tampaknya
desirable (adj) - yang dibutuhkan shape (v) - membentuk
discrete (adj) - terpisah-pisah scanty (adj) - amat sedikit
distinct (adj) - berbeda sufficient (adj) - cukup
elaborate (v) - memperluas summarize (v) - meringkas
establish (v) - membangun vernacular (n) - bahasa asal
form (v) membentuk inference (n) - kesimpulan
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ISLAMIC ENGLISH
guarantee (v) = menjamin

with respect to = sehubungan dengan
involve (V) = melibatkan/ berkaitan
paraphrase (v) = menguraikan sendiri
pertinent to (adj) = berhubungan dengan
coherent (adj) = berkaitan secara logis
to be unlikely (adj) = tampaknya tidak
unfortunately (adv) = sayangnya
3. Comprehension
3.1 Choose a, 1‫ و‬c, or d to answer the questions according
to the passage
a. The difficulties of learning English faced by students;
b. The difficulties of reading texts encountered by over-
seas students;
c. The difficulties of language use encountered by over-
seas students;
d٠ The difficulties of learning ،self-esteem’ faced by over-
seas students.
2. What problem faced by the first category of students?
a. A difficulty of translating words into Indonesian;
b. A difficulty of translating words and terms into English;
c. A difficulty of translating words and terms into their
language;
d. A difficulty of translating their language into any other
language.
3. Why can’t they translate words into their own language?
a. Because their language is not English;
b. Because their skilled capacity of using English is limited;
c. Because they cannot connect them with English new terms;
d. Because their vocabulary size is limited and cannot
connect with new terms.
4. Why ،self-esteem’ concept may not be comprehended by
the Indonesian student?
a. Because he is not interested in the concept;
b. Because he doesn’t know the concept of ‫؛‬self esteem’;
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ISLAMIC NGLISH
c. Because he cannot connect ،harga diri’ with the new

term, ،self esteem’;
d. Because he doesn’t connect ،harga diri’ with the new
term, ،self esteem’.
5. Which of the following characteristics of the second group
of students is true?
a. They have neither relevant terms nor related concepts;
b. They have relevant terms but do not have related concepts;
c. They know the terms learnt but cannot relate with the words;
d. They know the words but cannot relate them with the
terms learnt.
6. Give an example difficulty experienced by the second group.
a. A student knows ،generally’ both as mathematical term
and as a word in daily conversation;
b. A student doesn’t know ،generally’ in daily conversa-
tion but understands it as a mathematical term;
c. A student knows ،generally’ as a mathematical term
but doesn’t understand it in daily conversation;
d. A student knows ،generally’ in daily conversation but
doesn’t understand it as a mathematical term.
7. The phrase ،is scanty’ in line 25 is closest in meaning to:
a. is nothing;
b. is efficient;
c. is sufficient;
d. is very limited.
8. What do the third group of students have?
a. They have appropriate discrete conceptual knowledge;
b. They have insufficient discrete conceptual knowledge;
c. They have sufficient capability of associating the concepts;
d. They have the ability of forming appropriate connec-
tions between concepts.
9. What does an essay produced by the student consist of?
a. It consists of a long saga with indirect quotations;
b. It consists of a long tale with many direct quotations;
c. It consists of a short saga with many direct quotations;
d. It consists of a long saga with many indirect quota-
tions.
10. What does Ballard think of such a student?
a. He develops a coherent judgment and shapes his ideas
independently;
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SLAMIC ENGLISH
b. He cannot develop a coherent judgment and shape his

ideas independently;
c. He is capable of developing a coherent judgment and
shaping his own ideas independently;
d. He can be capable of developing a coherent judgment
and shaping his own ideas independently.
3.2 . Write the causes, signals, and effects which are either
stated or implied in the following paragraphs
Secondly, it is likely that there are a group of students

who can translate words or terms into their native lan-
guage but cannot see the relevance of these terms, because
they do not have related concepts which enable them to
construct elaborate meanings. For example, a student
studying mathematics may know the meaning of “gener-
ally” in daily conversation as ،،true in some circumstances”
but cannot perceive it as a mathematical term that means
“true in all circumstances”.
Thirdly, there are likely to be some students who have ap-
propriate discrete conceptual knowledge but who are not
able to form appropriate connections between concepts.
The students may really have desirable conceptual knowl-
edge pertinent to the topic being learnt but in the form of
distinct or separate parts. Unfortunately, the students are
not sufficiently capable of associating the concepts owing
to very limited command of academic language processing
and capabilities in other reasoning.
Causes Signal Effects
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SLAMIC E N G I I S H
4. Grammar Review
Conditional Sentences
There are two types of conditional sentences: the real condi-
tional sentences (kalimat bersyarat atau pengandaian nyata/
benar) and the unreal conditional sentences (kalimat bersyarat
atau pengandaian tak nyata/ tak benar). They contain If clause
and Result clause. Sometimes, the conditionals (the real ones)
are used in command expression (ungkapan perintah).
1. The Real Conditional Sentence

The real conditional sentences are used when the
speaker expresses an action or situation which usually occurs
(present), or will occur (future) if the circumstances in the
main clause (if clause) are met. The rule of the present or ha-
bitual conditionals and that of the future ones are more or less
similar as the following :
1.1 If clause (simple present) + Result clause (will/ can +

simple form).
For examples :
‫ل‬١ If I heme enough time, I will heip you. ٢١‫ة‬،‫آللة‬١‫آلالآلج ل‬
punya waktu cukup saya akan membantu anda).
2١ If Tini has much money, she can lend Tino some.
(Kalau Tini punya uang banyak, dia dapat memberi
pinjaman kepada Tino).
This type of conditional sentence is called the probable
conditional sentence that expresses a probability, or some-
times, a promise.
1.2 If clause (simple present) + command form (1 form of
the verb). For example, If you are in trouble, tell me. (Kalau
Anda dalam kesulitan, katakanlah kepada saya!). Notice
that unlike in Bahasa Indonesia, in English the exclama-
tion point (!) is not used in the imperative or exclamatory
sentence.
2. The Unreal Conditional Sentence

The unreal conditional sentence expresses a situation that
could take place or would have taken place if the circum-
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ISLAMIC ENGLISH
stances expressed were or had been now or in the past. This

type of conditional sentence is also called the contrary to fact
(berlawanan dengan kenyataan) or the hypothetical (bersifat
dugaan) conditional sentence. The rules of the unreal condi-
tional sentences are as follows:
2.1 If clause (simple past) + Result clause (would/ could +
‫؟ جهآلف‬٢‫د‬١٠‫آ‬١‫ل‬١. For exawk If I hud enough time, I would
help you. (Seandainya saya punya waktu cukup, saya akan
membantu Anda). This means that I do not have enough time
now, and therefore, I cannot help you. This type of condi-
tional sentence is usually called the improbable conditional
sentence that expresses an improbability of the present
situation (ketidakmungkinan yang ada pada saat ini).
2.2 If clause (past perfect) + Result clause (iwould have/ could
have + past participle). For example, If 7 had had much
money, I would’ve done the pilgrimage to Mecca. (Seandainya
saya punya uang banyak (dulu/ tempo hari), saya akan
menunaikan ibadah haji ke Mekah). This means that I did
not hare much money, ‫ ةا‬brdore, I could not go to Mecca
to perform the pilgrimage. This type of conditional sen-
tences is generally called the impossible conditional sen-
tence that expresses an impossibility of the past situation
(ketidakmungkinan yang ada pada masa lalu). Notice that
the word if in the impossible conditional sentence can be
omitted. In this case, the word had must be placed before
the subject. For example, Had Betty found her right man,
she would have got married. (Seandainya Betty sudah
menemukan jodohnya, tentu dia sudah menikah).
2.3 If clause (subject + were) ‫ ب‬Result clause (would/ could +
simple form). For example, If 7 were a president, 7 would
appoint you a minister. (Seandainya saya seorang
presiden, saya akan mengangkat anda sebagai menteri).
This means that 7 am not a president (probably never), and
Idee, I am not going to appoint you as a minister. ،Such
a type of conditional sentence is usually called the imagi-
nary (pengandaian khayalan).
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SLAMIC ENGLISH
Note:
The if clause can come first or last in the sentence with no
change in meaning. However, when the if clause comes first,
it is followed by a comma. Compare these examples.
If you need help, please tell me. (Jika Anda perlu bantuan,
silakan memberitahu saya!)
OR
Please tell me if you need help. (Silakan memberitahu saya
jika Anda perlu bantuan!).
5. Exercises
5.1 Fill in the blanks with appropriate verbs, phrases, or
conditional clauses. Then, translate the sentences
into Indonesian
1. If Zainab had come, he ... her. (see)
Sentence: .............................................................................
Translation: .............................................................................
2. If I were you, I ... the job. (take)

Sentence: .............................................................................
Translation: .............................................................................
3. He ... her if she came today, (see)

Sentence: .............................................................................
Translation: .............................................................................
4. She would go if she ... time, (have)

Sentence: .............................................................................
Translation: .............................................................................
5. He would not go to campus if it ... (rain)

Sentence: .............................................................................
Translation: .............................................................................
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ISLAMIC ENGLISH
6. If I met Allan, I ... him to my party, (invite)

Sentence: ..........................................................................
Translation: ..........................................................................
7. If the sun ... the experiment would fail, (shine)

Sentence: ..........................................................................
Translation: ..........................................................................
8. They would help you if they ... much time, (have)

Sentence: ..........................................................................
Translation: ..........................................................................
9. If she didn’t speak so quickly, I ... her. (understand)

Sentence: ..........................................................................
Translation: ..........................................................................
10. If you ... a millionaire, would you buy an island? (be)

Sentence: ..........................................................................
Translation: ..........................................................................
11. Tim would have understood if he ... carefully, (listen)

Sentence: ..........................................................................
Translation: ..........................................................................
12. She will invite me to her birth-day party if I ... today,

(come)
Sentence: ..........................................................................
Translation: ..........................................................................
13. If he had had much money, he ... the pilgrimage to Mecca, (do)
Sentence: .......................................................................
Translation: ..........................................................................
14. If I lend you some money now, ...you ... it next week? (repay)
Sentence: ..........................................................................
Translation: ..........................................................................
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ISLAMIC ENGLISH
15. If today ... Friday, we could go to the mosque for praying

'Jumah'. (be)
Sentence: ...........................................................................
Translation: ...........................................................................
5.2 . Correct the underlined words or phrases, and use

will, would, or would’ve to fill in the blanks. Then,
translate the sentences into Indonesian
1. If I am ( ) a rich man, I ... buy an island.
Translation :..........................................................................
2. If you invited her, she ... comes ( )to your party.

Translation :..........................................................................
3. The students ... passed ( ) the exam if they

study hard.
Translation :.........................................................................
4. Badu ... understands ( ) if he had listened to

me carefully.
Translation :.........................................................................
5. If he has pass ( ) the test last year,

he....................... studied in Australia.
Translation :.........................................................................
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SIAMIC 1٤‫م‬٧‫ى‬115‫ا‬
Unit Fourteen
ISLAM:
WORKING FOR GOD
1. Reading
The Quran clearly establishes a model of the marriage rela
tionship, ideally a partnership between equals, devoted to one
another, their families, and to the cause of God. However, in
some circumstances, marriage to more than one woman may be
more effective in establishing social well-being than strict mo
nogamy. We also saw that divorce is higly discouraged in Islam
but, in some cases, it may be in the best interests of all con
cerned. In order to determine adequately how best to imple
ment the will of God, therefore, it is necessary to have a clear
and detail understanding of the circumstances in which one
live. Not only is it necessary to understand the nature of the
guidance given in revelation, and in fact the Quran refers to it
self as guidance for people, but it is also necessary that man
understand the circumstance for which the guidance is needed.
By analogy, it is necessary to know the properties of the medi
cine, but it is also essential to understand illness before pre
scribing the cure.
As a result, scholarship of all kinds is highly regarded in
Islam. The earliest specialists who developed in Islam were
those who memorize the Quran as it is delivered, so that it
would be available for future generations. After the Quran was
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ISLAMIC ENGLISH
committed to writing, memorization was still respected, as it is

today, but other level of of important scholarship also devel-
oped. It became clear that careful understanding of the actual
language of the Quran- Arabic, in the dialect used by Prophet
Muhammad- was also necessay for understanding the message.
An even more specialized kind of religious knowledge
with the spread of Islam: that concerned with application of
revelation to specific circumstances, or codification of revealed
guidance for implementation on a daily basis. This kind of
knowledge is called fiqh, often called the ،،queen” of religious
sciences; its practitioners are called fuqaha’ (sing.: faqih), legal
specialists. Judges and other legal authorities are generally
chosen from among the fuqaha. In the earliest days of Islam,
judges (qadis) were originally political appointees of the ca-
liph. They were assigned to the various cities of the empire
and instructed to arbitrate disputes, allowing local custom to
prevail except in cases in which it conflicted with Islamic
teaching. The appointee was to use his own judgment to deter-
mine whether or not this was the case. But within the two cen-
turies of the Prophet’s death, Islamic scholarship had devel-
oped to the extent that only properly trained legal scholars
were authorized to make such judgements.
(Quoted from: Sonn, Tamara. Islam, in Neusner, Jacob. Comparing Religious Tradition:
Making an Honest Living. 2001: 80-91)
2. Vocabulary
adequately (adv) — secara memadai judge (n) = hakim
appointee (n) - orang diangkat judgment (n) = keputusan
codification (n) - penyusunan ‫لآل‬ marriage (n) = pernikahan
cure (n) - pengobatan prescribe (v) = menentukan
devoted (adj) - setia regard (v) = menghargai
discouraged (adj) - tak dianjurkan revelation (n) = wahyu
divorce (n) - perceraian scholarship (n) = kesarjanaan
equals (n) - orang-orang setara strict (adj) = ketat/ kaku
essential (adj) - bersifat mendasar
extent (n) - batas
guidance (n) = pedoman/ bimbingan

commit to (V) = memasukkan ke dalam
trained (adj) = terlatih/ terdidik
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15٧11٤٨‫م‬٥ ENGLISH
monogamy (n) = pernikahan dg satu wanita

one another = satu sama lain
partnership (n) = kemitraan
3. Comprehension
3.1 Choose a, b, c, or d to answer the questions according
to the passage
1. How does the Quran determine an ideal model of the mar-
riage bond?
a. It should be all of b, c, and d;
b. It should be between equals;
c. It should be in the cause of God;
d. It should be devoted to each other.
2. Why does Islam permit polygamy for men?
a. It may be efficient in establishing social well-being;
b. It may be effective in establishing material well-being;
c. It may be effective in establishing spiritual well-being;
d. It may be more effective in building social well-being.
3. Is divorce allowed in Islam? Why?
a. Yes, because it is encouraged;
b. No, because it is discouraged;
c. Yes, because it may be in the best interests but is not
discouraged;
d. Yes, because it may be in the best interests but is
highly discouraged.
4. What does our Holy Book refer to itself?
a. It refers as a God’s book;
b. It refers as an assistance for children;
c. It refers as a book for the people of Arab;
d. It refers as a help or leadership for people.
5. What is important in observing the will of God?
a. A determined understanding of the circumstances;
b. An obvious and detail understanding of the circum-
stances;
c. An obvious and detail understanding of the circum-
stances in which we live;
d. A determined and detail understanding of the circum-
stances in which we live.
121
ISLAMIC NGIISH
6. Rather than having a detail understanding, what else is

important for US?
a. Understanding the condition for which the guidance is
needed;
b. Understanding the situation for which the guidance is
not needed;
c. Understanding the circumstance for which the guid-
ance is needed;
d. Understanding the circumstance for which the guid-
ance is not needed.
7. What is highly respected in the religion of Islam?
a. Leadership of all kinds;
b. Fellowship of all kinds;
c. Scholarship of all generations;
d. Scholarship of all disciplines or knowledge.
8. What became obvious concerning Arabic in the dialect
used by our Prophet?
a. It is necessary for understanding Arabic;
b. It is necessary for understanding the Arabs;
c. It is a necessity for understanding the Prophet;
d. It is a necessity for understanding the message.
9. What is the kind of religious knowledge related to the
Quran application?
a. The knowledge of the Quran implementation;
b. The knowledge of the application of the Quran;
c. The knowledge concerned with specific revelation;
d. The knowledge concerned with specific circumstances.
10. What were originally political appointees of the caliph?
a. Qadis;
b. Fuqaha’;
c. The Queens;
d. The caliphs.
3.2 Write the reason or cause and the result or effect

stated in the following paragraphs
For example :
Divorce is not advisable in Islam. For this reason, it is
strongly suggested that ever Muslim avoid it.
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ISLAMIC ENGLISH
. Reason Result/consequence
Divorce is not advisable in Islam Every Muslim is strongly suggested to

avoid it.
In order to determine adequately how best to implement

the will of God, therefore, it is necessary to have a clear
and detail understanding of the circumstances in which
one live. Not only is it necessary to understand the nature
of the guidance given in revelation, and in fact the Quran
refers to itself as guidance for people, but it is also neces
sary to understand the circumstance for which the guid
ance is needed.
Scholarship of all kinds is highly regarded in Islam.
For example, the earliest specialists who developed in Is
lam were those who memorize the Quran as it is deliv
ered, so that the Holy Book would be available for future
generations.
Reason or Cause Result or Effect

1. How best to implement the will
of God should be determined
adequately
2..................................................... The Holy Book would be available
for future generations
4. Grammar Review
Subjunctive
1. Subjunctive Mood
1.1 Verbs in English have three moods. Moods are variations
in the form of a verb to indicate a statement is made. The
subjunctive mood, for example, is a variation of the form of
a verb that indicates a desire or wish.
The three moods are: the indicative (direct statement
of fact or question), the imperative (a command or request),
and the subjunctive (an expression of desire, wish, request
or plan that may not be possible or that may be conditional).
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ISLAMIC ENGLISH
1) The indicative, for example: Ali prays five times a day.

(Ali salat lima kali sehari).
2) The imperative, for example: Pray five times a day, Ali.
(Salatlah lima kali sehari, Ali!).
3) The subjunctive, for example: I insist that Ali pray five
times a day. (Saya menekankan agar Ali salat lima kali
sehari).
1.2. In the present tense, the third person singular lacks the
final s. The simple present words such as does and reads
for the third person he or she are not used in the subjunc-
tive.
Examples
Indicative : Subjunctive :
Ali/ He prays Ali/ He pray
Fatimah/ She goes Fatimah/ She go
The cat/ It mews The cat/ It mew
1.3. The subjunctive of the verb to be is be in all persons in the

present tense and were in the first and third person singu-
lar in the past tense.
Examples
Indicative : Subjunctive :
I am, was I be, were
You are You be
He/ 81 ‫ع‬/ it is He/ she/ it be, were
2. Subjunctive Verbs
The Subjunctive verbs are certain verbs used to indicate
that one person wants another person to do something. The
word that (agar) must always appear in subjunctive sentences
but the word want itself is neither used nor becomes one of the
subjunctive verbs. The subjunctive verbs are mainly: ask, de-
med, desire, prefer, propose, recommend, insist, require, ‫ة‬٦‫ةل‬
suggest. If the word that is omitted, most of verbs are followed
by the infinitive.
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ISLAMIC ٣٨٧(1151
For examples :
‫ل‬١ The Friday prater preacher strongly suggested that the
congregation repent of all sins. QU ‫ة‬١‫لدال اةللتح‬
amat menganjurkan agar jama’ah bertobat dari segala
‫ة‬0‫ةج‬١. or The Friday? prayer preacher strongly sug-
gested the congregation to repent of all sins.
He prefers that his wife not be too spoiled. ‫ آلألنآلم‬١‫لس‬
suka jika istrinya tidak terlalu manja), or He prefers
his wife not to be too spoiled.
3. Impersonal Expressions - Adjectives

3.1 The simple form of the verb is also used after impersonal
expression with the same meaning as the above verb.
For example :
The professor recommended every freshman to study
Arabic and English hard. (Profesor itu menganjurkan
agar setiap mahasiswa baru belajar bahasa Arab dan
Inggris dengan giat) becomes: It was recommended that
every freshman study Arabic and English hard.
(Dianjurkan agar setiap mahasiswa baru belajar bahasa
Arab dan Inggris dengan giat).
3.2 The adjectives commonly used with subjunctive mood are:
essential, important, imperative, necessary, and urgent.
For examples:
١.١ It is essential that a trained Islamic legal scholar make
an impartial judgment. (Adalah hal yang mendasar
bahwa seorang sarjana hukum Islam yang terlatih
menyelenggarakan pengadilan yang tak memihak).
2١ It is ١‫د‬٠١‫ ال‬that an impartial judgment be made by a
trained Islamic legal scholar. ‫لةهغع‬،‫ة‬١‫ ل‬١‫ ال لةل‬Sing,
mendesak bahwa sebuah pengadilan yang tidak
memihak diselenggarakan oleh seorang sarjana hukum
Islam yang terlatih).
3) It is important that every couple avoid divorce. (Adalah
hal yang penting bahwa setiap pasangan suami istri
menghindari perceraian).
4١ It is imperative that divorce be avoided by every couple.
(Adalah hal yang amat penting bahwa perceraian itu
dihindari oleh setiap pasangan suami istri).
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SIAMIC N G I ‫ ا‬s H
Note : Study the following Subjunctive rules carefully.
Subject + verb (any tense) + that ‫ ب‬subject +- simple verb)

He Suggests that his son recite the Holy Quran.
It ‫ ب‬be + adjective t that + subject + simple verb

It is necessary that he recite the Holy Quran.
If clause (subject + were) +• Result clause (wouldy /could + simple form)

If I were a president, I would appoint you a minister.
5. Exercises
5.1 Fill in the blanks on the left-hand side with the suit-
side
1. All doctors usually suggest that ... to study Arabic
2. They also recommend that ...nutri- be avoided
tious food.
be both honest
3. ...that every couple avoid divorce. and fair
4. It is imperative that divorce ...by
every couple. student study
5. It...an impartial judgment be made freshman stud-
by a trained Islamic legal scholar. ies
6. It was recommended that every make an impar-
...Arabic and English hard. tial
7. All of us always insist that every that he be very
judge ... good
8. It is essential that a trained Islamic
legal scholar ... judgment. we not smoke
9. The Arabic professor recommended we eat
him ...hard before studying in the is essential that
Middle East.
It is imperative
10. Professor Brown insisted ...at En-
glish before studying in either the makes an impar-
United States (5.‫ل‬.) or the United tial
Kingdom (U.K.). is avoided
126
ISLAMIC NGLISH
5.2 Correct the underlined words or phrases

1. Most parents prefer that their children are not ( ... ) lazy.
2. It is important that every couple avoids (...) divorce.
3. Mr. and Mrs. Hasan insisted that their children studied ( ...)
hard.
4. He strongly suggested that his wife repented of (...) all
her sins.
5. It is suggested that everyone whose fate is bad placing ( ...)
his trust in God.

1. Does God strongly suggest that every Muslim is honest?
ABC D
Translation :...........................................................................
2. Yes, He also insists that 1‫ له‬Muslims do not fight each other.

A B C D
Translation :...........................................................................
3. It is essential that we must know how to apply the teaching

A B C
of Islam.
D
Translation :.......................
4. When we have a bad cough, a doctor usually insists that

AB (٦
we will not smoke.
D
Translation :.......................
5. It is necessary that you are good at Arabic before you

AB (٦
study in Egypt or Iraq.
D
Translation :...........................................................................
127
SLAMIC ENGLISH
Unit Fifteen
CENTRAL ASIA:
FROM COMMUNISM 1110
DEMOCRACY AND ISLAM?
1. Reading
It has to be admitted that the arguments of Central Asia politi
cians and scholars concerning the limited application of Euro
pean-style democracy in the region have substantial grounds.
B.A. Abdurazzakov, an Uzbek scholar, has put it that, ‘It would
be hardly reasonable to approach the democratic process in
our country with the yardsticks of the American reality or
modern European criteria’. He holds that ،there is no united
democratic space in the former Soviet Union’. Rahmon
Karimov and Rawshan Okhunov of Uzbekistan express their
opinion even more definitely: ،The principle of Western democ
racy (‘I do what I want as far as it is within the framework of
law’) is individual oriented, and in our conditions it will inevi
tably clash with the interests of various groups (kin, clan,
mahalla/ community of an urban neighbourhood, etc.), for
these interests do not, naturally, invariably coincide; instead of
a polyphony of individualities (Western democracy), contradic
tions and collisions will emerge between various groups and
strata of the motley and mosaic East’.
129
\‫ة‬١‫ل‬١‫ع\ع‬ N G L I s H
The ruling classes of Central Asia strive to compensate for

the rejection of European-style democracy by an appeal to the
traditions of the indigenous civilisation and to the historically
formed standards of people’s socio-political allegiance in tradi-
tional society. The experience of Turkmenistan, for instance, is
demonstrative. Here Saparmurat Niyazov, a highly authorita-
tive ruler, has set up a People’s Council under himself with
sixty representatives of all districts. This may be considered as
analogous to a tribal assembly or shura, a council of Muslim
community. That council with consultative functions has been
created to cooperate with the mejlis, the Turkmenian parlia-
ment. According to its chairman Sahat Muradov, it w become
an element of democratic control over the President’s activi-
ties. There was, incidentally, talk about setting up a body simi-
lar to a shura in Tajikistan in 1991-92. It is arguable that a
council of that kind could have been a factor promoting stabil-
ity in the events which led to a civil war in 1992.
(Quoted from: Malashenko, Aleksei. Central Asia: from Communism to Democracy and
Islam?, in Nielsen, Jorgen s. (editor), The Christian-Muslim Frontier, 1998: 55-56)
2. Vocabulary
admit (v) - mengakui incidentally (adv) = sambil lalu
allegiance (n) - kesetiaan kin (n) = sanak saudara
analogous (adj) - sama dengan indigenous (adj) = pribumi
- majlis inevitably (adv) = tak terelakkan
assembly (n)
coincide (V) - bertepatan invariably (adv) = tanpa kecuali
collision (n) - tabrakan mosaic (n) = tatanan
definitely (adv) - secara tegas event (n) = peristiwa
for instance (n) - misalnya hold (v) = bersikukuh
ground (n) — dasar/ alasan yardstick (n) = ukuran
hardly (adv) — hampir tidak
motley (adj) - bermacam macam '٠١
mahalla (n) = komunitas di perkotaan

mejlis (n) = parlemen di Turkmenistan
polyphony (n) = beragam gabungan
ruling class (n) = kelompok penguasa
130
ISLAMIC ENGLISH
3. Comprehension
3.1 Choose a, b, c, or d to answer the following questions
a. Communism in Central Asia;
b. Communism and Democracy in Asia;
c. Communism and Democracy in Central Asia;
d. Communism, Democracy, and Islam in Central Asia;
2. The phrase ،Soviet Union’ in line 8 refers to:
a. Central Asia;
b. Russia or Soviet;
c. Union of Socialist Soviet Republics;
d. Union of Soviet Socialist Republics (USSR),
3. Who said that American democracy was not suitable with
former Soviet Union?
a. The mejlis;
b. Rahmon Karimov;
c. Rawshan Okhunov;
d. B.A. Abdurazzakov.
4. ،Western democracy’ in paragraph 1 could best be per
ceived as either American democracy or:
a. European democracy;
b. Uzbekistan democracy;
c. Afghanistan democracy;
d. Turkmenistan democracy.
5. The phrase ،The ruling classes’ in paragraph 2 is closest in
meaning to:
a. The group of peoples who must rule their country;
b. The dominant people who want to rule their country;
c. The dominant group of peoples who rule their country;
d. The dominant group of peoples who rule their country
carelessly.
6. What do the ruling classes of Central Asia strive?
a. They strive to appeal to the traditions of the indig
enous culture;
b. They strive to appeal to the traditions of the indig
enous civilisation;
c. They strive to compensate for the rejection of Euro
pean-style democracy;
131
ISLAMIC ENGLISH
d. They strive to compensate for the rejection of Austra-

lian-style democracy.
7. What will become an element of democratic control ac-
cording to Mr. Muradov?
a. The shura',
b. The mejlis,
c. Its chairman;
d. The President.
a. Shura is similar to ummah;
b. Mejlis is the same as parliament;
c. Shura and mejlis are not similar;
d. Mejlis is available in Tajikistan.
9. Which of the following is not true?
a. Mejlis is not the same as shura;
b. Shura is available in Tajikistan;
c. Mejlis is the same as parliament;
d. Shura was established in 1991-1992.
10. It can be concluded from the passage that:
a. Muslims in Central Asia make every effort to establish
their countries in accordance with their religion and
culture;
b. Muslims in Central Asia make every effort to establish
their countries in accordance with European style de-
mocracy;
c. Communism and European democracy is suitable for
Muslim countries in Central Asia;
d. Communism and capitalism is appropriate for Muslim
countries in Central Asia such as Tajikistan.
3.2 Write the reasons or causes and results or effects

which are either stated or implied in the following
paragraph
For example :
The qalb mentioned in the Holy Quran should not be
thought of as heart, for such a heart-illness does not refer to
physical illness similar to, let’s say for example, heart-at-
tach.
132
ISLAMIC ENGLISH
Reason: Result consequence :
Such a. heart-illness does not refer The qalb mentioned in the Hob Quran
to physical illness similar to heart should not be thought of as heart.
attack.
The principle of Western democracy will inevitably clash

with the interests of various groups (such as community of
both rural and urban neighbourhood), for it is individual
oriented, and does not, naturally the same as the tradi-
tional ،democracy’ exists in our country. The implementa-
tion of Western democracy can bring about the damage of
mutual cooperation among those who live in the Eastern
world, particularly in our country.
Reason : Result/consequence :
1. The principle of Western demo- 1......................................................

cracy is indivicual oriented.
2..................................................... 2. It can bring about the damage of

mutual cooperation among those
who live in Eastern world especi-
ally in our country.
4. Grammar Review
The Modal Auxiliaries
A modal (modal verb or modal auxiliary) is a verb used with
another verb (not a modal) to express possibility
(kemungkinan), permission (izin), and obligation (keharusan/
kewajiban). It is also used to express a speaker’s attitude
(sikap) or moods (perasaan/ suasana hati tertentu). Related to
this, a modal can express that a speaker feels something is nec-
essar , advisable, permissible or probable•, ٠١.٦٦ ‫اللةةة‬0١‫ل‬, ‫ ال‬ca١٦
convey the strength of these attitudes.
A modal is a verb combined with a main verb to express
various aspects of mood, such as intention (maksud) and voli-
133
SLAMIC ENGLISH
tion (kemauan). The most common modals used in English are:

can-could, ma۴might, must-have to/ ought to, shall-should,
will- would, and had better. For example, You ٥ if you
want to go (Anda boleh pergi kalau Anda mau pergi). We can-
not say You may to go..., because unlike want, may is an auxil-
iary verb that does not need to. Notice that all modals are used
with infinitives without to.
1. Can - Could
Basically, we use can (dapat, bisa, boleh) to say something
is possible or that somebody has the ability to do something.
For example :
He can speak English fluently (Dia bisa berbahasa
Inggris dengan fasih).
However, there are some other usages of can as described below.
1.1 It indicates permission;
For example :
Can children in congregation in the mosque‫ ؟‬Yes,
they can (Bolehkah anak-anak salat berjamaah di
masjid? Ya, boleh.).
1.2 It indicates bewilderment (kebingungan) or incredulity
(ketidakpercayaan/keraguan).
For example :
Can he be serious? (Bisa seriuskah dia?) or What can
he be doing 9 (Apa yang bisa dia lakukan?).
1.3 It indicates a typical behavior or state.
For example :
He can be very tactless sametimes. (Kadang-kadang dia
amat tidak bijaksana) or She can be very forgetful (Dia
bisa jadi amat pelupa).
In general, the world could is the same sense as the word can,
but could is regarded to be more polite when it is used to indi-
cate permission or request.
134
ISLAMIC ENGLISH
For example :
Cauld I have your name, Sir? (Bolehkah saya tahu nama
٢‫آل‬١‫رآلةل‬١ OI Cauld pa in congregation with US he-
fore you leave? (Dapatkah Anda salat berjamaah
bersama kami sebelum Anda pergi?).
The followings are other usages of could.
2.1 It indicates result (akibat/hasil).
For example :
I am so hungr that I could eat a horse. (‫؟‬Saya bwar baa
lapar. Literally : Saya begitu lapar sehingga saya bisa
memakan seekor kuda).
2.2 It indicates result (akibat/ hasil).
For example :
You could be right, I suppose (Saya kira Anda bisa benar juga).
2.3 It indicates possibility;
For example :
You could pray at home when it rains. (Anda disarankan/
dimungkinkan salat di rumah kalau hujan).
2. May - Might
2.1 We use may and might (boleh, mungkin) to talk about pos
sible actions or happenings in the future.
For examples :
' 7 haven’t decided :yet where to pa the Jumah, 7 pa go
ot the Masjid Agung. (Saya belum memutuskan ke
mana mau salat Jumat. Mungkin saya akan pergi ke
Masjid Agung). This means, that 1‫ و‬perhaps, will go to
the Masjid Agung to pray the Jumat.
- Don’t call me at 7 P.M. I might be reciting the Qur’an be
fore doing the ‘isha prayer. (Jangan menelepon saya
pada jam 7 malam. Mungkin saya sedang membaca
Qur’an sebelum salat ‘isya).
2.2 May indicates permission and possibility, and expresses
wishes and hopes.
135
ISLAMIC ENGLISH
tion (kemauan). The most common modals used in English are:

cancould, may-might, must-haoe to/ ought to, shall-should,
wilt- would, ‫ة‬١٦‫ ة‬had better. Yor ‫ةأه‬١‫ل‬١‫جلذآ‬١ You may go if you
want to go (Anda boleh pergi kalau Anda mau pergi). We can
not say You may to go..., because unlike want, may is an auxil
iary verb that does not need to. Notice that all modals are used
with infinitives without to.
1. Can - Could
Basically, we use can (dapat, bisa, boleh) to say something
is possible or that somebody has the ability to do something.
For example :
He can speak English fluently ٢١y٦a ١‫ فد‬WrWYiasa.
Inggris dengan fasih).
However, there are some other usages of can as described below.
1.1 It indicates permission;
For example :
Can children pray in congregation in the mosque‫ ؟‬Yes,
they can (Bolehkah anak-anak salat berjamaah di
masjid? Ya, boleh.).
1.2 It indicates bewilderment (kebingungan) or incredulity
(ketidakpercayaanZkeraguan).
For example :
Can he be serious? (Bisa seriuskah dia?) or What can
he be doing 9 (Apa yang bisa dia lakukan?).
1.3 It indicates a typical behavior or state.
For example :
* -‫لةةةأل‬
* ‫جآلة‬
He can be very tactless sametimes. ‫ه‬١‫ةةة‬ ٠ ١‫ةلة ه‬
٠
amat tidak bijaksana) or She can be very forgetful (Dia
bisa jadi amat pelupa).
In general, the world could is the same sense as the word can,
but could is regarded to be more polite when it is used to indi
cate permission or request.
134
ISLAMIC ٣‫ىال‬٤1‫ع‬1‫ا‬
For example :
Cauld I have your name, Sir? (Bolehkah saya tahu nama
٦٦‫جاتهل‬١ OY Cauld, you pray in congregation with US he-
fore you leave? (Dapatkah Anda salat berjamaah
bersama kami sebelum Anda pergi?).
The followings are other usages of could.
2.1 It indicates result (akibat/hasil).
For example :
I am so hungry that I could eat a horse. (Saya hac Casa
lapar. Literally : Saya begitu lapar sehingga saya bisa
memakan seekor kuda).
2.2 It indicates result (akibat/ hasil).
For example :
You could be right, I suppose (Saya kira Anda bisa benar juga).
2.3 It indicates possibility;
For example :
You could pray at home when it rains. (Anha hisaraianl
dimungkinkan salat di rumah kalau hujan).
2. May - Might
2.1 We use may and might (boleh, mungkin) to talk about pos
sible actions or happenings in the future.
For examples :
- I haven’t decided yet where to pray the Jumah١ I may go
ot the Masjid Agung. (Saya belum memutuskan ke
mana mau salat Jumat. Mungkin saya akan pergi ke
Masjid Agung). This means, that I, perhaps, will go to
the Masjid Agung to pray the Jumat.
- Don’t call me at 7 P.M. I might be reciting the Qur’an be
fore doing the ‘isha prayer. (Jangan menelepon saya
pada jam 7 malam. Mungkin saya sedang membaca
Qur’an sebelum salat ،isya).
2.2 May indicates permission and possibility, and expresses
wishes and hopes.
135
ISLAMIC ENGIISH
For examples :
- You mq go to Mecca to perform the ‘umrah whenever
you wish. (Anda boleh pergi ke Mekah untuk
ber’umrah kapan saja Anda menginginkannya).
- The stor^ of Siti Nurbaâ ma be or ma not be true.
(Kisah Siti Nurbaya itu mungkin benar, mungkin salah).
- May you both be very happy. (Semoga Anda berdua
amat bahagia!).
2.3 . We use only might (not may) when the situation is not
‫دةحآ‬٠ , If we knew Kabayan better, we might in
vite him to our wedding party. (Seandainya kami mengenal
Kabayan dengan lebih baik, maka mungkin kami
mengundangnya ke pesta pernikahan kami). The situation
here is not real because we do not know Kabayan very
well, so we are not going to invite him. For this reason,
the word may does not fit the sentence.
3. Must - Have to
We use must and have to (harus/ seharusnya) to express
that it is necessary to do something; for example, It’s time to
pa. You must stop working/ You ho stop working. ‫لدلألحلم‬
waktunya salat. Anda harus berhenti bekerja). There are, how
ever, some different senses between must and have to.
3.1. Must is used to talk about the present or future, not about
the past.
For examples:
- We must pray the zuhr now. (Sekarang kita harus salat
zuhur).
- Today is Thursday. We must go to the mosque to pray
the Jumah tomorrow. (Hari ini hari Kamis. Besok kita
harus pergi ke masjid untuk salat Jumat).
3.2. Must is personal. We use must when we give our personal
feelings.
For example :
- Mr. Ahmad is a polite man. You must talk to him po
litely. (Tuan Ahmad adalah orang yang sopan. Anda
harus berbicara sopan dengannya).
136
ISLAMIC ENGLISH
In contrast, have to is impersonal. We use have to not for our

feelings but for facts.
For example :
His eyesight isn’t good. He has to wear glasses for read-
ing. (Pandangan matanya tidak baik. Dia harus
memakai kacamata untuk membaca).
4. Must not - Do not have to

The meaning of must not (mustn’t) and that of don’t have to
are completely not alike. Compare these two examples.
‫ل‬١ You must pray the Jumah in congregation. You mustn’t
pray alone. (Anda harus salat Jumat berjamaah. Anda
tidak boleh salat sendirian);
‫آل‬١ You can tell me your secrecy if you want but you don’t
have to tell me. (Anda bisa menceritakan rahasia Anda
kepada saya jika Anda mau, tapi Anda tidak harus
bercerita kepada saya).
5. Shall-Will
5.1 Normally we use shall (akan) only with the pronoun I and
We. Like will, shall is also used to express future time but
is uncommon in American English. Shall is used much
more frequently in Britain and some other countries in
which the British English is formally applied.
For examples :
1) I shall be very tired this evening. (Malam ini saya akan
lelah sekali).
2) We shall probably go to the new mosque next Friday.
(Mungkin kami akan pergi ke masjid baru itu Jumat
depan).
The word shall in both sentence 1) and 2) may be changed

with will without changing their meaning. The negative form
‫ أزًا‬shall ‫ أل ’ل‬shall not (shan’t), ‫ أزًا اآلذاس‬will is will not (won’t)
5.2. In general, will is used to form the future tense that ex-
presses prediction and willingness.
137
ISLAMIC ENGLISH
For examples :
‫ دل‬According to the weather report, it will rain tomorrow.
(Menurut laporan cuaca, besok akan hujan).
2) Tell me your problem, I will help you. (Ceritakanlah
kepada saya masalah Anda! Saya akan membantu
Anda).
5.3. Sometimes we use will to talk about now; for example.
Don’t ask AU to come now. He’ll pray. (Jangan menyuruh
Ali datang sekarang! Dia akan salat).
6. Should - Ought to
Should (harus/ perlu sekali) has the same meaning as ought to
that expresses advisability. The meaning ranges in strength
from a suggestion to a statement about responsibility or duty.
For examples :
‫ دل‬You should stud^ Arabic and English or You ought to
study Arabic and English. (Anda harus/ perlu sekali
belajar bahasa Arab dan Inggris). This is a strong sug
gestion and indicates that studying Arabic and English
is good idea.
‫ دآل‬Euer Muslim should do fasting in the month of
Ramadan or Euer‫؟‬y Muslim ought to do fasting in the
month of Ramadan. (Setiap Muslim harus/ wajib
berpuasa di bulan Ramadan). This is a strong sugges
tion that indicates fasting in the month of Ramadan as
a duty or a responsibility for every Muslim.
The negative form of should is should not (.shouldn’t), while
that of ought to is ought not (oughtn’t), but this negative form of
ought to is not commonly used.
7. Had better
The meaning of had better is more or less similar to that of
should or ought to,Wt had better is ١‫ةل‬١‫ الللةل‬stronger. Had bet
ter has a present or future meaning and frequently implies a
warning or a threat of possible bad consequences.
For examples:
‫ دل‬It’s nearly 3 P.M. You had better pa the zuhr now.
(Sudah hampir jam 3 sore. Anda seharusnya salat
zuhur sekarang).
138
SLAMIC ENGLISH
2١ You had better not belieoe in superstition because it

harms your faith. (Seharusnya Anda tidak memper-
cayai tahayul sebab merusak keimanan Anda).
8. Would
8.1 Would can be used to express an action that was repeated
regularly in the past. Would, thus, has the similar meaning
to used to (biasanya/ terbiasa); for example, When 7 was a
child Tn mother would tell me an exemplar story at night
before bed OY When I was a child my mother used to tell me
an exemplary story at night before bed. (Kekka aku kanak-
kanak ibuku biasanya menceritakan kisah teladan di
malam hari sebelum tidur).
8.2 We also use would (tentu akan/ alangkah) when we imagine
a situation or action; for example, It would be nice to fly abroad but
I can’t afford it. (Alangkah asyiknya/ Tentu akan asyik terbang
ke luar negeri, tapi aku tak mampu membiayainya).
5. Exercises
5.1 Choose one of the modals in brackets to complete the
following sentences
1. Tell him your problem, he ... ( shall, will) help you.
2. You ... (should, would) study Arabic and English hard.
3. You ... (shouldn’t, wouldn’t) tell a lie to any one.
4. You ... (ought to, would) do fasting in the month of
Ramadan
5. You ... (will, had better) not believe him because he is a liar.
6. Every Muslim ... (should, shall) do fasting in the month of
Ramadan.
7. Muslims in Central Asia ... (can, shall) establish their
own conteries.
8. When I was a child he ... (would, will) tell me a stroy at
night before bed.
9. It ... (would, will) be nice to have lunch in testaurant but I
can’t afford it.
10. It’s 5 P.M. You ... (had better, could) perform the
afternoon prayer now.
139
ISLAMIC ENGLISH
5.2 Correct the underlined words or phrases if neces-

sary. Then, translate the sentences into Indonesian
1. Close the door. Will ( ... ) you?
Translation :................................................................
2. She shall ( ... ) go to Sydney to study English.

Translation :................................................................
3. Could ( ... ) it possible for US to finish this exercise in ten

minutes?
Translation :........................................................................
4. It would ( ... ) be hardly reasonable to adopt Western de-

mocracy.
Translation :........................................................................
5. It’s 2 P.M. You will ( ... ) have your lunch before continuing
your work.
Translation :........................................................................

1. Will you be home tonight? Yes, I would.
ABC D
Translation :........................................................................
2. I am very tired, so I had not attend the second period.

ABC D
Translation :........................................................................
3. The problem was so complicated that I will not solve it.

A BCD
Translation :........................................................................
140
ISLAMIC ENGLISH
4. The weather was so hot that you can fry an egg on the
A B c
sidewalk.
D
Translation
He asked his mom if she will give him some additional

A )٦ 1)
pocket money.
Translation
141
s L A M I c ENGLISH
Unit Sixteen
GOD’S
KNOWLEDGE AND POWER
1. Reading
As the great Muslim theologian Al-Ghazzali (1059-1111) said.
He is ،،powerful, almighty and all-subduing, inadequacy and
weakness befall Him not... He is Lord of the visible world and
the invisible, and of power and might; His are dominion, subju
gation, creation and command ... He knows all things that can
be known, grasping all that happens from the limits of the
earth to the highest heaven... He knows the secrets and that
which is more shrouded and secrecy than secrets... by a knowl
edge which is ancient from eternity”, A maximally perfect real
ity is therefore ،،omniscient” and ،،omnipotent”. But, how
should these notions be understood?
Few theists think that God can perform logically impos
sible tasks. A state of affairs such as 2 + 2’s equaling 5 is logi
cally impossible. Hence, no one can bring it about. Necessary
state of affairs such as 2 + 2’s equaling 4 are logically possible
but they aren’t ،،producible”; that is, they can’t have causes.
Thus, no agent can produce them. There are also states of af
fairs that are logically possible and producible but can’t be pro
duced by God.
143
ISLAMIC ENGLISH
God’s perfection also makes certain things impossible for

Him. For example, any being that can be appropriately called
omnipotent has the power to create and lift stones of any
weight, size, texture, and so on. But if it possesses the power,
it can’t create stones it is unable to lift. Nevertheless, because
it’s ،،inability” to create stones that it can’t lift is simply a con
sequence of its unlimited power to make and lift stones, it
doesn’t seem to be a real incapacity.
A maximally perfect being also can’t have powers whose
possession or exercise entails a limitation or weakness. Thus,
God can’t destroy Himself or divest Himself of His knowledge
or power. Why not? A maximally perfect being is eternally
wise and powerful. It also possesses these properties. For ex
ample, if there aren’t any possible worlds in which Socrates ex
ists and isn’t human, ،،being human” is one of his essential
properties. On the other hand, being a philosopher isn’t an es
sential property of Socrates because there are possible worlds
in which he has no interest in philosophy. Thus, if eternal wis
dom and power are essential properties of a maximally perfect
being, it has them in every possible world in which it exists.
(Quoted from: Wainright, William ‫ل‬. Philosophy of Religion, 1998: 22-23)
2. Vocabulary
affair (n) = perihal/ hubungan omniscient (adj) = mahatahu
almighty (adj) = mahatinggi/ ta’ala omnipotent (adj) = mahakuasa
ancient (adj) = paling awal on the other hand (adv) = di sisi lain
being (n) : sesuatu/ zat producible (adj) = dapat dibuat/ dilakukan
befall (verb) = menimpa property (n) = sifat
entail (verb) = memerlukan secrecy (n) = kerahasiaan
eternally (adv) = secara abadi shrouded (adj) : tertutup
exercise (n) - penggunaan subdue (verb) = menundukkan
grasp (n) - genggaman subjugation (n) = penaklukan
interest (n) = kepentingan texture (n) :bentuk jaringan
invisible (adj) = yang tak tampak theist (n) : ahli aliran ketuhanan
lift (verb) = mengangkat theologian (n) : ahli ilmu ketuhanan/teolog
might (n) =kekuatan visible (adj) - yang tampak
nevertheless (adv)1= namun demikian wisdom (n) :kebijaksanaan
144
ISLAMIC 11511)٣‫م‬
3. Comprehension
3.1 Answer question 1-5 by choosing a, b, c or d. Then,
answer question 6-10 by filling in the blanks accord
ing to the passage
a. God’s power;
b. God’s knowledge;
c. God’s knowledge and power;
d. Al-Ghazzali, the great Muslim theologian.
2. The word ،He’ in line 1 refers to:
a. God;
b. A man;
c. A Muslim;
d. Al-Gazzali.
3. The word ،،omniscient” in paragraph 1 could best be perceived as:
a. knowing every thing;
b. knowing every power;
c. knowing every knowledge;
d. knowing every power and knowledge.
4. The word ،،omnipotent” in paragraph 1 could best be perceived as:
a. having limited power;
b. having unlimited power;
c. having limited knowledge;
d. having unlimited knowledge.
5. Which of the following is logically possible but not produc
ible?
a. 2 +2- 4‫خ‬
b. 2+2-5:
c. 5 = 2 + 2;
d. Either b or c.
6. Why aren’t 2 + 2’s equaling 4 ،،producible”?
7. Are there any states of affairs that can’t be produced by

God? Give an example.
145
ISLAMIC ENGLISH
8. Will it be possible for God to create something that He

can’t lift? Why?
9. ly can’t God destroy Himself of His knowledge and power?
10. What do you think of Allah’s omniscience and omnipotence?
3.2 Find the main idea and the supporting details avail-
able in the following paragraph
As the great Muslim theologian Al-Ghazzali (1059-1111)

said. He is ،،powerful, almighty and all-subduing, inad-
equacy and weakness befall Him not... He is Lord of the
visible world and the invisible, and of power and might;
His are dominion, subjugation, creation and command ...
He knows all things that can be known, grasping all that
happens from the limits of the earth to the highest
heaven... He knows the secrets and that which is more
shrouded and secrecy than secrets... by a knowledge
which is ancient from eternity”. A maximally perfect real-
ity is therefore ،،omniscient” and ،،omnipotent”. But, how
should these notions be understood?
1...............................................................
2...............................................................
............................................
146
ISLAMIC ENGLISH
4. Grammar Review
Conjunctions
A conjunction is a word used to join grammatical elements to-
gether. It joins words, phrases, and clauses or sentences.
1. But/ However/ Nevertheless/ On the other hand

But, however, nevertheless, and on the other hand (tetapi/
namun) are alike in the sense that they show direct opposition
between two ideas or situations. Instead of saying Tini is rich.
Tono is poor. (Tini kaya. Tono miskin), for example, we can say:
Tini is rich, but Tono is poor, or
Tini is rich; however, Tono is poor, or
Tini is rich; nevertheless, Tono is poor, or
Tini is rich. Tono, on the other hand, is poor.
2. Despite/ In spite of
Despite/ in spite of means regardless of/ irrespective of
(terlepas dari/ meskipun). Despite or in spite of is used to ex-
press two opposing or contrasting statements;
For example :
Despite thirst and hunger, a good Muslim never quits
fasting in the month of Ramadan.
01
In spite of thirst and hunger, a good Muslim never quits
fasting in the month of Ramadan. ‫ةأل‬٦‫آلأله جد‬
lapar, seorang muslim yang baik tak pernah berhenti
melaksanakan puasa di bulan Ramadan).
3. Provided that
Providing thatl provided that OY providing! provided means
only if (hanya jika/ asalkan). Provided expresses the idea there
is only one condition that will cause a particular result.
For example :
Sani will remarry to his ex-wife provided she does not hurt
him any more (Sani mau rujuk dengan mantan istrinya
asalkan dia tidak menyakiti lagi).
147
ISLAMIC ENGLISH
4. Therefore
Therefore (oleh karenanya) means consequently or as a re-
suit. They are called conjunctive adverbs that connect the ideas
between two sentences. Instead of saying Kaslan failed the test
because he didn’t study. (Kaslan tidak lulus tes karena tidak
belajar) we can say either:
Kaslan didn’t stud. Therefore, he failed the test.
01
Kaslan didn’t stud. Consequently, he failed the test.
5. Unless
Unless is as same as if...not ((jika...tidak/ kecuali kalau). It
is often used to introduce an afterthought, that is, something
added to the main statement. Notice that will is not used after
unless or provided. The present tense is commonly used after
the two words.
For example :
You won’t be allowed to be a prayer leader or an Imam
unless you can recite the Quran fluently. (Anda tidak
akan diperbolehkan menjadi imam salat jika tidak bisa
membaca Quran dengan fasih).
5. Exercises
5.1 Fill in the blanks with but/ however/ nevertheless,
unless, provided, despite/ in spite of, or therefore.
Then, translate the sentences into Indonesian
1. Aida studied hard. ... she passed the exam.
Translation :.......................................................................
2. ... Badu’s denial, we knew that he was guilty.

Translation :................................................................................
3. He had no qualifications; ... he got the job.

Translation :.......................................................................
148
L. A M I c ENGLISH
4. Laila moved to Jakarta; ...‫ و‬her parents stayed in Bandung.

Translation :.....................................................................
5. Siti will see her ex-husband ... he does not ask her to remarry.
Translation :.....................................................................
6. Rini is only a six-year old girl. ...‫ و‬she cannot finish her fasting.
Translation :.....................................................................
7. Good Muslims always finish their fasting ... thirst and hunger.
Translation :.....................................................................
8. A man cannot be a leader of prayer or an imam .. he can

recite the Quran fluently.
Translation :..............................................................................
9. Children may play in front yard of the mosque ... they

make no much noise.
Translation :..............................................................................
10. Tom did not have breakfast at home. he bought food

from a vending machine.
Translation :.......................... ...................................................
5.2 Combine the following pairs of sentences with appro-

priate conjunctive adverbs (however, nevertheless,
unless, despite/ in spite of, on the other hand, there-
fore). Then, translate the sentences into Indonesian
E.g :It rained. Amin went to the mosque to perform the Jumah prayer.
Despite the rain, Anin went to the mosque to perform the

Jumah prayer.
01
In spite of the rain, Amin went to the mosque to perform the
Jumah prayer.
1. Don’t tell Mira what I said. She asks you.
Sentence :.....................................................................
Translation :..............................................................................
149
ISLAMIC ENGLISH
2. Zaid had high qualifications. He got a good job.

Sentence :........................................................................
Translation :.......................................................... ..
3. You always study hard. You will pass your exam.
Sentence ٠......................................................................................................
Translation :..................................................................................
4. You won’t pass the statistics exam. You study much
harder.
Sentence :........................................................................
Translation :...................................... ...........................................
5. It is suggested that every child try to finish his fasting. He
is ill.
Sentence :........................................................................
Translation :..................................................................................
6. Ali is a smart and religious young man. Fatimah looks for
ward to being his wife.
Sentence :........................................................................
Translation :.................................................................................
7. Giving alms to the poor is an obligation. Every rich Mus
lim must fulfill it sincerely.
Sentence :........................................................................
Translation :..................................................................................
8. It rained cats and dogs yesterday afternoon. The children
enjoyed playing football.
Sentence :........................................................................
Translation :.................................................................................
9. The Prophet Muhammad (peace be upon him) performed

the pilgrimage only once. We do not have to perform it
twice
Sentence :........................................................................
Translation :.................................................................................
10. A man may not be a preacher of Friday prayer. He has a

good command of religious knowledge.
Sentence ;..................................................................................
Translation
150
ISLAMIC ENGLISH
Unit Seventeen
PHYSICAL AND PSYCHOLOGICAL
SENSE OF THE QALB
1. Reading
There are significant differences between physical and psycho-
logical sense of the word qalb. As a psychological term, the
word qalb can be perceived as neither heart nor liver. Heart,
physically, is a hollow muscular organ that pumps blood
through the body (Hornby, 1994: 578), whereas liver is a
multilobbed highly reddish-brown glandular organ in the hu-
man abdominal cavity (McLeod, 1989: 587).
According to Elias & Elias (1982:451) qalb is the same
sense as both essence and intelligence or mind. Meanwhile, an
Arabic-Indonesian dictionary ،،Al-Munawwir” (1989: 1027)
translates qalb into Indonesian among other things as akal and
akal itself is thought of as either ingatan or mental.
With respect to this, it is exceptionally clear that psycho-
logically, the qalb has two senses. Firstly, the sense of qalb re-
lated to the mental function of mankind, and secondly that of
concerning cognitive function available in the mental life of
mankind. With regard to the sense relevant to the mental func-
tion, God almighty firmly said:
151
ISL A MIC E N GLISH
''Allah has set a seal on their qalbs and on their hearing and
on their eyes is a veil; great is the penalty for them," (Al
Baqarah: 8).
In addition, He also said that :
"In their qalbs is a disease, and Allah has increased their

disease; and grievous the penalty for them because they are
false to themselves," (Al-Baqarah: 10).
Surely, the qalbs mentioned in both verse 8 and 10 of Al

Baqarah quoted above should be thought of as neither heart
nor liver. The reason is, that such a heart-illness does not refer
to physical illness similar to, let's say for example, heart-at
tack. Rather, it is a mental sickness relative to the mankind's
psychological domain, whereas their hearts themselves are
physically healthy.
In relation to the sense regarded to the cognitive function
of mankind, God almighty firmly asked:
"Do they not travel through the land, so that their qalbs may
thus learn wisdom and their ears may thus learn to hear?"
(Al- Hajj : 46).
Besides, He also uttered categorically:
152
I S t AM I C NGLISH
“Many are the demons and men We have made for Hett, (he-
cause) they have qaths wherewith they understand not,” (‫له‬-
A’araf: 179).
The verses concerning the qalbs that have capability of

knowing and comprehending as well as thinking (ya’qiluna /
yafqahuna ) should also be believed to have been irrelevant to
physical hearts of mankind. Related to this, we had better
perceive the qalb as either intelligence or mind despite dis-
agreement owing to our prior traditional view.
(Quoted from:: Syah, Muhibbin. 1998. An Advanced Understanding Towards The Qalb And
its Implication)
2. Vocabulary
abdominal (adj) = perut liver (n) — hati
cavity (n) = rongga meanwhile (conj) - sementara itu
demon (n) = jin mind (n) - akal
despite (conj) : meskipun muscular (adj) - berotot
disease (n) : penyakit penalty (n) — azab
exceptionally (adv) = sangat perceive (v) - memahami
false (adj) : dusta whereas - sedangkan
firmly (adv) = dengan tegas wisdom (n) — kebijaksanaan
grievous (adj) : pedih heart (n) — jantung
hollow (adj) = cekung in addition - selain itu
veil (n) = penutup/ selubung
increase (V) = menambah/ meningkatkan
in relation to = sehubungan dengan
among other things (prep): antara lain
glandular (adj) = berkaitan dengan kelenjar
multilobbed (adj) = banyak lapisan datar
owing to (adj) : karena/ disebabkan oleh
physical (adj) : yang bersifat jasmani
psychological (adj) : yang bersifat rohani
reddish-brown (adj) : coklat kemerah-merahan
be thought of as : dianggap sebagai
153
SLAMIC E N G ‫ا‬- I S H
3. Comprehension
3.1 Answer question 1-5 by choosing a, 1‫ و‬c or d. Then,
answer question 6-10 by filling in the blanks accord-
ing to the passage
1. Are there any significant differences between physical and
psychological sense of the qalb?
a. Yes, there are;
b٠ No, there are not;
c. No, there is not any different sense;
d. Yes, there is a different sense but not significant;
2. As a psychological term, can the qalb be understood as ei-
ther heart or liver?
a. Yes, it can;
b. No, it cannot;
c. Yes, it can because it is liver;
d. No, it cannot because it is heart.
3. What is heart physically?
a. It is a bloody organ;
b. It is a hollow organism;
c. It is a muscular organism;
d. It is an organ that pumps blood.
4. The word qalb in paragraph 2 is closest in meaning to either:
a. heart or liver;
b. intelligence or liver;
c. intelligence or heart;
d. intelligence or mental.
5. Mention the psychological meanings of the qalb.
a. Our physical function;
b. Our behavioral function;
c. Our heart and liver function;
d. Our mental and cognitive function.
6. On what has Allah set a seal on?
7. Why has Allah increased their disease?
154
ISLAMIC ٣‫ىال‬115‫اا‬
8. Why should the qalb be regarded as neither heart nor

liver?
9. Why has Allah provided hell for demons and men?
10. It can be concluded from the passage that the qalb:
3.2 Write the causes or reasons, signals, and effects or

results which are either stated or implied in the
following paragraphs
For example :
We must pray fwe times a day because praying is an obit"
gation in our religion.
Cause/ reason: Signal: Effect/ result:
Praying is an obligation in Because We must pray five times a day

our religion
،،In their qaibs is a disease, and Allah has increased their disease; and grits'-
OUS the penal for them because the١‫ ؛‬are false to themselves” (AVBaqaraW.
10). Surely, the qalbs mentioned in Al-Baqarah quoted above should be
thought of as neither heart nor liver. The reason is, that such a heart-ill-
ness does not refer to physical illness similar to, let’s say for example,
heart-attack.
،،Many are the demons and men We have made for Hell, (because) they
have qalbs wherewith they understand not” (Al-A’araf : 179). Because God
said that the qalbs have capability of knowing and understanding as well
as thinking (ya’qiluna / yafqahuna ), they should be believed to have been
irrelevant to physical hearts of mankind. Related to this, we had better
perceive the qalb as either intelligence or mind despite disagreement ow-
ing to our prior traditional view.
155
ISLAMIC ENGLISH
Causes or reasons : Signals: Effects or results :
4. Grammar Review
Paired Conjunctions
The correlative conjunctions or paired conjunctions are
words that conjunct or join like entities. The like entities
(satuan-satuan kalimat yang sama/ setara) must be used to-
gether (noun with noun, adjective with adjective, and so on).
All forms must be parallel.
1. Both ...and
Both.,.and means in addition to (selain itu/ dan/ juga). This
correlative conjunction appears as a pair in a sentence and
takes either a plural or a singular verb (verba jamak atau
tunggal).
For examples :
1) Both my mother and my father are here. (Ibu dan ayah
saya berada di sini).
2١ Amin is both talented and handsome. ‫هحي‬٦‫ أل‬amat
cerdas dan tampan).
3) He writes both correctly and neatly. (Dia menulis
dengan benar dan rapi).
4) The qalb is the same sense as both essence and intelli-
gence or mind. (Kalbu sama artinya dengan inti dan
inteligensi atau akal).
Note that both...and can be changed into the conjunction as
well as (juga).
156
ISLAMIC ENGLISH
For example :
He studies English as melt as Arabic. ‫لم‬٦‫ةاد‬
٠ ١‫آةذةاحد‬
bahasa Inggris, juga bahasa Arab).
2. Either... or
Either... or is used to show a choice of two alternatives,
The verb used in the sentence may be singular or plural, de-
pending on whether the noun following or is singular or plural.
The formula is either + noun (singular/ plural) + or ‫ ب‬singular
noun + singular verb.
For examples :
1) Either Ahmad or Hamid is going to study abroad.
(Ahmad atau Hamid akan belajar di luar negeri).
،2١ The qalb in Indonesian is ahat and ahal itself is thought
of as either ingatan or mental. (Kalbu dalam bahasa
Indonesia adalah akal dan akal sendiri difahami
sebagai ingatan atau mental).
Note that, if the noun after or is plural, its verb must also be plural.
For example :
Either Ahmad or his friends are going to study abroad.
(Ahmad atau teman-temannya akan belajar di luar negeri).
3. Neither... nor
Neither... nor means not...and not...OY not one or the other
of two. This conjunction applies the same rule as that of
either...or.
For examples :
1) Psychologically, neither heart nor liner is the same
sense as qalb. (Secara psikologis, baik jantung maupun
hati tidak sama artinya dengan qalb).
Neither Irma nor her friends are going to study
abroad. (Baik Irma maupun teman-temannya tidak
akan belajar ke luar negeri).
4. Not only... but also
Not only... but also Kas K same meaning, as both... and
and as well as. The conjunction not only... but also is used as a
pair in joining like entities that must be used together (noun
with noun, adjective with adjective, etc.). Sometimes, the word
157
ISLAMIC N G l I s H
also can be omitted, but it is preferable not to omit it. The for-
mula of this conjunction is subject + verb + not only + noun/ ad-
jectwe/ aduerb/ prepositional phrases ‫ ب‬but also ‫ ب‬noun/ ad-
jectwe/ aduerb/ prepositional phrases.
For examples :
1) Ahmad Albert speaks not only Arabic but also En-
glish. (Ahmad Albert tidak hanya berbahasa Arab,
tetapi juga Inggris).
2) He is not only smart but also honest. (Dia bukan saja
cerdas, melainkan juga jujur).
3) He speaks not only fluently but also honestly. (Dia
tidak hanya berbicara dengan fasih, tetapi juga dengan
jujur).
5. Exercises
5.1 Correct the underlined words available in the follow-
ing sentences. Then, translate the sentences into
Indonesian.
1. Aishah is not only ( ... ) clever and beautifully ( ... )

Translation :..................................................................
2. Our religion are ( ... ) either ( ... ) Christianity nor Hinduism.

Translation :.................................................................
3. Either John nor ( ... ) Jane have ( ... ) read the book on Is-
lam several times.
Translation :..........................................................................
4. Not only ( ... ) John nor Jane and Jennifer often goes ( ... )
to the church.
Translation :..........................................................................
5. Not only ( .. ) the teacher and the student is ( ... ) in the

library now.
Translation :..........................................................................
158
ISLAMIC ENGLISH
6. Either the students nor ( ... ) the teacher are ( ... ) planning
to come now.
Translation :..................................................
7. Either Mrs. Amin and her children is go-

ing to buy some food.
Translation :.....................................
8. Neither my brother or my sisters is members

of the political party.
Translation :.........................................................
9. Not only my father but ( ... ) my mother fetch ( ... ) me at

the station every Sunday.
Translation :..................................................................
10. The word qalbs in the Holy Quran is ( ... ) perceived as ei-
ther ( ... ) hearts nor livers.
Translation :........................................................................
5.2 . Combine the following sentences with appropriate

paired conjunctions : both...and not only...but also,
either ...or, neither...nor. Then translate the sen-
tences into Indonesian
E.g :She doesn’t have a pen. She doesn’t have a pencil.
She has neither a pen nor a pencil.
(Dia tidak punya pulpen dan pensil)
1. My mother is not here. My father is not here.

Sentence :................................................................
Translation :........................................................................
2. He usually drinks tea, or he usually drinks coffee.

Sentence :................................................................
Translation :........................................................................
3. His uncle is not a teacher. His parents are not teachers.

Sentence :................................................................
Translation :........................................................................
159
ISLAMIC ENGLISH
4. He wants to study in 9.‫ل‬. or he wants to study in U.K.

Sentence :................................................................
Translation :.........................................................................
5. The leopard faces extinction. The tiger faces extinction.

Sentence :.................................................................
Translation :.............................................. ..........................
6. I have already met his brother. I have already met his sis-
ter.
Sentence :.................................................................
Translation :.........................................................................
7. Geoffrey was present yesterday. Julie was present yester-

day.
Sentence :.................................................................
Translation :.........................................................................
8. William is going to the beach, or his friends are going to

the beach.
Sentence :................................................................
Translation :.........................................................................
9. My friends aren’t going to study abroad. Irma isn’t going to

study abroad.
Sentence :................................................................
Translation :.........................................................................
10. Muhammad is popular in Saudi Arabia. Muhammad is

popular in Indonesia.
Sentence :.................................................................
Translation :.........................................................................
160
SLAMIC ENGLISH
Unit Eighteen
‫ ™د‬VERSUS ABANGAN‘.
GENERAL DIFFERENCES
1. Reading
Comparing the abangan and santri variants of the Modjokuto
religious patterns, two very striking general differences, other
than their differential evaluation of Islamic orthodoxy, are im
mediately apparent. In the first place, abangans are fairly in
different to doctrine but fascinated with ritual detail, while
among the santris the concern with doctrine almost entirely
overshadows the already attenuated ritualistic aspects of Islam.
An abangan knows when to give a slametan and what the
major foods should be- porridge for a birth, pancakes for a
death. He may have some ideas as to what various elements in
it symbolize (and as often he may not, saying that one has por
ridge because one always has porridge on such an occation),
but he will be little upset if someone else gives a different in
terpretation. He is tolerant about religions beliefs; he says,
،،Many are the ways”. If- one performs the correct passage ritu
als, one is not an animal; if one gives the slametan in the Fast,
one is not an infidel; and if one sends a tray off to the “cleans
ing of the village”, one is not a subversive- and that is enough.
161
ISLAMIC ENGLISH
If one does not believe in spirits or if one thinks God lives in

the sun, that’s one’s own affair.
For the santri the basic rituals are also important- par
ticularly the prayers, the conscientious performance of which
is taken by santris and non-santris alike to be distinguishing
mark of a true santri- but little thought is given to them; they
are simple enough in any case. What concerns the santris is
Islamic doctrine, and most especially the moral and social in
terpretation of it. They seem especially interested, particu
larly the urban ،،modernist” santris, in apologetics: the defence
of Islam is a superior ethical code for modern man as a work
able social doctrine for modern society, and as a fertile source
of values for modern culture. In the countryside the doctrinal
aspect is less marked; there the santri ethic remains somewhat
closer to the abangan. But even in the countryside a santri dif
fers from an abangan not only in his self-declared religious SU
periority to the latter, but also in his realization, if only vague,
that in Islam main religious issues are doctrinal; and in any
case the rural santri follows an urban leadership.
For the santri the dimensions have shifted. It is not the
knowledge of ritual detail or spiritual discipline which is im
portant, but the application of Islamic doctrine to life. The
kinds of santris vary from those difference from their abangan
neighbors seems to lie entirely in their insistence that they are
true Moslems, while their neighbors are not, to those whose
commitment to Islam dominates almost all of their life. But for
all, a concern for dogma has to some extent replaced a concern
for ritual.
(Quoted from: Geertz, Clifford. The Religion of Java, 1960: 127)
2 ٠ Vocabulary
affair (n) — 111118811101 infidel (n) - orang kafir
apparent (adj) - tampak insistence (n) - desakan
apologetics (n) - pembelaan pancake (n) - kue apem
attenuated (adj) - lemah pattern (n) - pola
conscientious (adj) - berhati-hati porridge (n) - bubur
compare (v) - membandingkan rural (adj) — pedesaan
countryside (n) - pedesaan shift (v) - berubah
fairly (adj) - cukup/ lumayan striking (adj) — mencolok
fascinated (adj) - mengagumkan spirit (n) = arwah
fertile (adj) - subur upset (adj) — marah/ kecewa
162
ISLAMIC ENGLISH
indifferent (adj) = tak berbeda urban (adj) = perkotaan

immediately (adv) = segera
orthodoxy (n) = sifat otrodoks/ kekolotan
entirely (adv) = secara keseluruhan
3. Comprehension
3.1 Answer question 1-5 by choosing a, b, c or d. Then,
answer question 6-10 by filling in the blanks accord-
ing to the passage
a. Santri;
b. Abangan;
c. Slametan;
d. The differences between a and b.
2. The word abangan in line 1 refers to:
a. a Muslim who is religious;
b٠ a Muslim who is not religious;
c. a Javanese Muslim who is religious;
d. a Javanese Muslim who is not religious.
3. What does an abangan know about slametan?
a. He knows how to make a slametan;
b. He knows how to make pancakes for slametan;
c. He knows when to give a slametan, and what food
needed for it;
d. He knows when to give a slametan, and what food
needed for a death.
4. ،،Many are the ways” in paragraph 2 could best be per-
ceived that:
a. people are free to choose porridge;
b. people are free to choose pancake;
c. people are free to choose their religion belief;
d. people are free to be tolerant about religion belief.
5. The phrase ،Islamic doctrine’ in paragraph 3 is closest in
meaning to:
a. Islamic art;
b. Islamic science;
c. Islamic teaching;
d. Islamic technology.
163
SLAMIC ENGLISH
6. How can a man be a santri?
7. Who follows urban leadership?
8. What is important for santri?
9. Who claims himself a true Muslim?
10. Which of the following conclusions may be made on the ba

3.2 Find the supporting details for the main idea avail
able in the following paragraphs
Comparing the abangan and santri variants of the Modjokuto reli

gious patterns, two very striking general differences, other than
their differential evaluation of Islamic orthodoxy, are immediately
apparent. In the first place, abangans are fairly indifferent to doc
trine but fascinated with ritual detail, while among the santris the
concern with doctrine almost entirely overshadows the already at
tenuated ritualistic aspects of Islam.
An abangan knows when to give a slametan and what the ma
jor foods should be- porridge for a birth, pancakes for a death. If- one
performs the correct passage rituals, one is not an animal; if one
gives the slametan in the Fast, one is not an infidel; and if one sends
a tray off to the ،،cleansing of the village”, one is not a subversive-
and that is enough.
For the santri the basic rituals are also important- particularly
the prayers, the conscientious performance of which is taken by
santris and non-santris alike to be distinguishing mark of a true
santri- but little thought is given to them; they are simple enough in
any case. What concerns the santris is Islamic doctrine, and most
especially the moral and social interpretation of it. They seem espe
cially interested, particularly the urban ،،modernist” santris, in
apologetics: the defense of Islam is a superior ethical code for modern
man as a workable social doctrine for modern society, and as a fertile
source of values for modern culture.
164
ISLAMIC ENGLISH
General differences between

santri. ‫ سح‬abangan
...............................................................
4. Grammar Review
Adjectives
1. Fact and Opinion Adjective
Adjective (kata sifat) is word that indicates a quality of the
person or thing referred to by a noun. In general, there are two
kinds of adjectives: fact adjective, opinion adjective. Fact adjec-
tive gives US factual information about age (e.g. young), color
(e.g. white), and so on. Opinion adjective tells US what some-
body thinks about something or somebody else like beautiful,
handsome, interesting, and important.
Opinion adjectives usually go before fact adjectives.
For examples :
‫ل‬١ There is a striking traditional difference between the
abangan and santri. (Ada perbedaan tradisional yang
mencolok antara orang abangan dan santri).
2) He is an interesting young lecturer. (Beliau adalah
seorang dosen muda yang menarik).
3) She is a beautiful slim secretary. (Dia adalah seorang
sekretaris yang langsing dan cantik).
2. -ing and -ed Adjective
There are many adjectives ending in -ing like boring
(membosankan) and -ed like bored (merasa bosan).
For examples:
‫ل‬١ Her husband’s behavior is boring. She is bored with
him. (Perilaku suaminya membosankan. Dia bosan
kepadanya).
2١ David is interested in Istam because Islam is very inter-
esting. (David tertarik kepada Islam karena Islam
amat menarik).
165
SLAMIC ENGLISH
‫<؟‬١ The slametan conducted by abangans mo be satisfying

but the santris are not satisfied with it. )‫ةاذز‬٦‫آل‬٠‫؛؟دآآلآل لل‬،
diselenggarakan oleh orang-orang abangan mungkin
memuaskan, tetapi para santri tidak merasa puas
terhadapnya).
5. Exercises
5.1 Fill in the blanks on the left-hand side with the suit-
side
1. Mr. Amran ...in his job. really boring
2. His job result is ...any more. really surprised
3. His job makes ...frequently. not satisfying
4. This regulation confuses US. It is not satisfied
really... be confused
5. The lecturer who is boring makes ...
is not interested
6. Don’t deceive, because ...
him depressed
7. The story of hell dwellers ...The
him depressing
children were shocked.
8. Kaslan was ...that he passed the deception is dis
examination. appointing
9. The lecturer always talks about students bored
the same thing. He is ... confusing
10. Don’t ...This rule is clear and not is shocking
confusing at all. is shocked
5.2 Correct one of the underlined words or phrases.

Then, re-write the sentences
1. Friday prayer oration will always be bored if it is too long.
2. Have you heard his Friday prayer oration? It is really ex

ited.
3. Badu’s rude behavior is embarrassing. His parents are em

barrassing.
166
ISLAMIC ENGLISH
4. We were shocking. The news about the corruption was

very shocking.
5. Professor Azra’s lecture interests the students. His lec

ture is interested.

1. John’s English is well; however, his Arabic is poor.
AB CD
Translation ٠.............................................
2. Mr. Zaid is a hardly worker. He always works hard in his
ABC D
company.
Translation :........................................................................
3. I was very embarrassing when I came to the class too late

AB C D
yesterday.
Translation :........................................................................
4. Aishah cannot speak English well but her reading compre

A B
hension is well.
D
Translation :........................................................................
5. Have you seen the freshwoman whose name is Laila? She’s

A 13
brainy and beauty.
)‫أ‬ D
Translation :........................................................................
167
SLAMIC ENGLISH
Unit Nineteen
REDEFINING A MORAL
EDUCATION A MUST
1. Reading
As obedience has been perceived as of greater importance than
creativity, this kind of obedience has led to hypocrisy and
crimes among bureaucrats. Corruption, collusion, and nepo
tism are prevalent in all levels of the bureaucracy. The pro
nouncement of Sapta Prasetya Korpri (civil servants’ seven
statements of allegiance) in the ceremony on the 17th of each
month has been a ritual lip service in the bureaucracy. It is
high time to question the relevance of this monthly ceremony,
especially in university circles. From all this we learn that
moral education should be redefined so as to heal the ills of the
society and the bureaucracy in particular. If KKN continuous
at its current level, it could reach such a stage that the whole
moral establishment would be in jeopardy.
Public moral education should manifest itself in all profes
sions and layers of society, from school children to bureaucrats
and professionals. Furthermore, we notice that violence,
brawling, drugs, ecstasy, and alcoholism are entering our
schools, where vicious teenagers can vitiate any attempt by
169
ISLAMIC ENGLISH
teachers to control and educate them. This alone proves that

some form of compulsory moral education is needed urgently.
The failure of education as highlighted above should re-
mind educators of the following:
* We are alerted to the aridity of education which is purely
practical and scientific. Education accordingly should
strike the balance between rational and moral dimensions.
National development will never succeed in a moral
vacuum.
* Children should not be educated for work alone, their per-
sonal growth should also be cultivated.
* Moral education must not only eradicate corruption, collu-
sion, and nepotism, but also cultivate personalities who
can enjoy the fruit of our culture to the full.
* General education should establish moral reasoning for
national development. Education is not simply learning to
do this or that more proficiently. It is about acquiring ma-
turity for understanding a human condition in which the
facts of life are continuously illuminated by moral reason-
ing. The education that the nation badly needs now is one
that develops the morally maturepeople who are autono-
mous, rational, altruistic and responsible for society and
for themselves. When preconditions of morality such as
freedom of the press, critical thinking and creativity, have
been established, the four above traits will emerge not
only as empirically observed facts but also as logically nec-
088٤177 00118001101008٠
Quoted from: Alwasilah, A. Chaedar, Language, Culture, and Education: A Portrait of
Contemporary Indonesia, 2003: 90-91)
2. Vocabulary
aridity (n) = kekeringan autonomous (adj) = mandiri
cultivate (v) = menanamkan eradicate (V) = menghapuskan
hypocrisy (n) = kemunafikan illuminate (V) = menjelaskan
maturity (n) = kematangan must (n) = keharusan
personality (n) = kepribadian pronouncement (n) = pernyataan
proficiently (adv) = secara cakap vicious (adj) = jahat
170
ISLAMIC ENGLISH
vitiate (٢٧) = merusak

jeopardy (n) = ancaman bahaya
brawling (n) = tawuran/ perkelahian massal
altruistic (adj) = mementingkan orang lain
compulsory (adj; n) = wajib; kewajiban
strike (v) = mencetak/ menembus
3. Comprehension
3.1 Answer the following questions according to the
passage
1. What does this passage discuss?
2. What has abedience been perceived?
3. What has the obedience resulted in?
4. What has the Sapta Prasetya Korpri become?
5. When would the whole moral establishment be in jeop-

ardy?
6. Where should the public moral education present itself?
7. Why is a compulsory moral education needed urgently?
8. What balance should our education strike?
9. Why should general education establish moral reasoning?
10. Is redefining a moral education a must? Give your reason.
171
SLAMIC ENGLISH
3.2 Find the supporting details in the following para-

graphs for the main idea available in the left-hand
box below
This alone proves that some form of compulsory moral edu-

cation is needed urgently. The failure of education as high-
lighted above should remind educators of the following:
* We are alerted to the aridity of education which is
purely practical and scientific. Education accord-
ingly should strike the balance between rational and
moral dimensions. National development will never
succeed in a moral vacuum.
* Children should not be educated for work alone,
their personal growth should also be cultivated.
* Moral education must not only eradicate corruption,
collusion, and nepotism, but also cultivate personali-
ties who can enjoy the fruit of our culture to the full.
* General education should establish moral reasoning
for national development. Education is not simply
learning to do this or that more proficiently. It is
about acquiring maturity for understanding a human
condition in which the facts of life are continuously
illuminated by moral reasoning.
Main idea: Supporting details :
...................................................... .........................................................
4. Grammar Review
Nouns used as Adjectives
1. Adjective ‫ ب‬Noun
Adjectives are used to describe nouns. In grammar, adjec-
tives modify nouns. The word to modify means to change a
little. So that, an adjective gives a little different meaning to a
noun. Adjectives always come in front of nouns.
172
SLAMIC ENGLISH
For examples:
1) Irfan is a smart student. (Irfan adalah seorang
mahasiswa yang pintar);
2) The smart student bought a new book. (Mahasiswa yang
pintar itu membeli sebuah buku baru).
An adjective can also follow be; the adjective describes the sub-
ject of the sentence.
For example :
1) The student is smart. (Mahasiswa itu pintar);
2) Moral education is compulsory. (Pendidikan moral
adalah wajib).
Note that nationalities (Indonesian, Saudi Arabian, Japanese,
Turkish, Pakistani, Iraqi, Greek, French, and so on) are
also regarded as adjectives.
2. Noun functions as Adjective
Nouns can modify other nouns. When two nouns occur to-
gether, the first noun describes the second noun; that is, the
first noun functions as an adjective.
For examples:
1) He bought a grammar book. (Dia membeli sebuah buku
tata ١١a١aasa١. He studies at State Islam Unirsit
Sunan Gunung Djati Bandung. (Dia belajar di UIN
Sunan Gunung Djati Bandung).
Furthermore, both an adjective and a noun can modify a noun;
the adjective comes first, the noun second.
For examples:
1) He bought a new grammar book. (Dia membeli sebuah
buku tata bahasa baru);
‫آل‬١ A compulsory moral education is badly needed. (SoWatv
pendidikan moral yang bersifat wajib amat
dibutuhkan)
We must avoid using a plural form for the first noun even
when the second noun is plural. We cannot say, for instance,
All of them are foreign languages teachers, ١‫د‬١‫ ال‬All of them are
foreign language teachers. (Mereka semua adalah para guru
bahasa asing). We must also avoid using a possessive form for
the first noun. We cannot say I forgot her telephone’s number
instead of saying I forgot her telephone number. (Saya lupa
nomor teleponnya).
173
ISLAMIC ENGLISH
5. Exercise
5.1 Correct one of the underlined words or phrases if
necessary
1. I forgot Al ,s student’s number.
2. There is a big sale at the shoes store.
3. I watch world’s news on TV every day.
4. Can you give me some notebook paper?
5. My favorite television program is news.
6. All of us are English languages learners.
7. Garden’s flowers are more expensive than wild flowers.
8. John and Jane are westerners. They are Frenchs teachers.
9. A large number of villagers in Indonesia are Muslims
farmers.
10. All Computer Sciences’ students must submit their final
assignment.

1. Lady’s doctors are doctors who are ladies.
A BCD
Translation :..........................................................................
2. Public’s moral education is obviously important.

A B C D
Translation :..........................................................................
3. Flower gardens are different from gardens flowers.

AB CD
Translation :..........................................................................
4. Being polite to others is one of the Islam behaviors.

AB CD
Translation :..........................................................................
5. Islamic education is based on the teachings of Islamic.

AB CD
Translation :..........................................................................
174
ISLAMIC NGLISH
6. There are men teachers and woman teachers at our school.

A BCD
Translation :.........................................................................
7. The IAIN in English is States Institute for Islamic Studies.

ABC D
Translation :.........................................................................
8. The Indonesia Education’s University (UPI is located in

ABC
Bandung.
D
Translation :.........................................................................
9. The Universitas Islam Negeri can be translated into State

A B c
Islamic University.
D
Translation :.............................................................
10. The moral’s education should be redefined so as to heal

A B c
the ills of the society.
D
Translation :.........................................................................
175
SLAMIC ٣٨٧6٤151
Unit Twenty
11113 ISLAMIZATION OF
MODERN KNOWLEDGE
1. Reading
It would be a great step forward if Muslim universities and col
leges were to institute requisite courses in Islamic civilization
as part of their basic studies program for all students. This will
provide the students with deeper faith in their own religion
and legacy and give them the confidence in themselves to en
able them to face and surmount their present difficulties as
well as tolorge ahead toward the goal assigned to them by Al
lah (SWT). But, this is not enough.
The task of Islamizing knowledge (in concrete terms, to Is
lamize the disciplines or, better, to produce university-level
textbooks recasting some twenty disciplines in accordance
with Islamic vision) is among the most difficult to realize.
It is most regrettable that the Muslim world is still devoid

of a center where thinking and planning on such high level
takes place. What is needed is a university that acts as a head
quarter for Islamic thought, where the disciplines undergo Is
lamization and the process is tested in the classrooms and
177
SLAMIC ENGLISH
seminar rooms of the undergraduate and graduate programs of

study. Until the International Institute of Islamic Thought
(HIT) was established not one educational institution in the
Muslim world had plan to tackle the issue of Islamization of
knowledge, to produce Islamic textbooks for college use in the
disciplines or to provide the tools of research necessary for
writing those textbooks. And yet, everywhere in the Muslim
world, one hears of the need to Islamize education, its men,
and its institutions, and to prepare alternate curricula and
textbooks. On the official level, where the power to make deci-
sions lies, one find little more than lip service, which ad-
dresses men’s emotion without having any essence or relation
to practical execution and application in the classrooms.
The Islamization of knowledge is the noblest of all tasks,
the most important cause animating and driving its adherents.
The least argument in its favor is that Muslims have no other
choice but to lend their soul to determination by a cause if they
want to stop being the objects of history and to become its mak-
ers.
(Quoted from: Abu Sulayman, Abdul Hamid (editor), Islamization of Knowledge, 1989:18-19)
2. Vocabulary
act (V) - bertindak in favor (adj) - yang 8081181
and yet (conj) - padahal lip service (n) - basa-basi
adherent (n) - pengikut noblest (adj) - paling mulia
animate (V) - menghidupkan official (adj) — resmi
by a cause (adv) — dengan sengaja one (n) — orang
confidence (n) — kepercayaan recast (v) - menyusun ulang
deeper (adj) — lebih dalam regrettable (adj) - mengecewakan
devoid (adj) — sama sekali tanpa requisite (n) — syarat
headquarter (n) - markas surmount (v) - mengatasi
institute (v) - mengadakan take place (v) - terjadi
forge ahead (v) - maju secara bertahap
undergo (v) - menjalani/ mengalami
178
ISLAMIC ENGLISH
3. Comprehension
passage
1. What will provide the students with deeper faith and con-
fidence?
2. Which one is better, Islamizing knowledge or producing

Islamic textbooks for university-level? Explain it.
3. What is the most regrettable?
4. What does a university need to act?
5. Had any Muslim educational institution any plan to tackle

the issue of Islamization of knowledge? Explain how sig-
nificant it is.
6. Mention the need heard by one in Muslim world.
/7. What is the noblest of all task?
8. What is the most important cause? Explain it.
9. What is the minimum argument for Islamizing knowledge?
10. What can we conclude about the Islamization of knowl-

edge from the passage?
179
ISLAMIC ENGLISH
3.2 Write the pronouns and their references available

in the following paragraphs on the lines below
It would be a great step forward if Muslim universities

and colleges were to institute requisite courses in Islamic
civilization as part of their basic studies program for all
students. This will provide the students with deeper faith
in their own religion and legacy and give them the confi-
dence in themselves to enable them to face and surmount
their present difficulties as well as to forge ahead toward
the goal assigned to them by Allah (SWT). But, this is not
enough.
The Islamization of knowledge is the noblest of all
tasks, the most important cause animating and driving its
adherents. The least argument in its favor is that Muslims
have no other choice but to lend their soul to determina-
tion by a cause if they want to stop being the objects of his-
tory and to become its makers.
Pronouns ٤ References‫؛‬
4. Grammar Review
Comparisons
Comparisons describe degrees of difference with adjectives
(Yvke beautiful, fluent, good, ‫ ةالًة ؤكماج‬adverbs de beautifully,
fluently, well, etc). Some of them may be equal or unequal.
180
SLAMIC N G LIS H
1. Equal and Unequal Comparative

An equal comparison indicates that the two entities are
exactly the same or are not the same (if negative).
For examples :
1) The Islamization of knowledge is as important as the Is-
lamization of Muslims attitude. (‫آل‬0‫آ‬١‫تال‬-‫لطجأ‬-‫آلة‬
pengetahuan itu sama pentingnya dengan peng-Islam-
an sikap orang-orang Islam).
‫ جآل‬The Islamization of Muslims attitude is not as trouble-
free as the Islamization of knowledge. sikap
orang-orang Islam itu tidak semudah Islamisasi
pengetahuan).
‫آل‬١ Ari does not speak Arabic as fluently as Hadi, ‫دآتبرلم‬
tidak berbicara bahasa Arab sefasih Hadi).
Note: Study the following rule carefully.
Subject + verb + as +-
‫إ‬ adjective ‫إ‬ + as + <
/ noun
‫ا‬ 1100113
Be sure that you know the following adjectives and their

corresponding nouns.
Adjectives : Nouns:
heavy, light weight
wide, narrow width
deep, shallow depth
long, short length
big, small size
An unequal comparison implies that the entities are com-

parable in a greater or lesser degree.
For examples :
1) 2176 student’s faith in his religion is deeper than his
friends’. (Keimanan mahasiswa itu lebih mendalam
daripada teman-temannya).
181
ISLAMIC ENGLISH
،His friends read the )2 ‫ السر‬Quran jess frequent an he

does. (Teman-temannya membaca kitab suci Al-Quran
lebih jarang daripada dia).
3) He is much smarter than his friends. (Dia jauh lebih
cerdas daripada teman- temannya).
Note: Study the following rules carefully.
Subject + verb + ‫ع ادخ‬١:٦‫ئ ب‬٢

{
less . adjective/ adverb
‫ا‬ + than +
‫ا‬
{
pronoun
٠
Subject -+ verb +- ‫آ‬
{ fa
uc
‫ ًا‬much
}
{‫ا} ب ا‬
‫ ًا‬adjective
adverb
‫ وا‬-+ ‫ه‬
er than + ‫؛‬
noun
Unequal comparisons can be further intensified by adding

much or far before the comparative form. However, -er is not
used with most three-syllable adjectives. Thus, more beautiful,
for example, becomes much/ far more beautiful, not much/ far
more beautifuler.
2. Positive, Comparative, Superlative
Most descriptive adjectives have three forms. They are the
positive ( such as happy, important), the comparative (such as
happier, more important), and superlative ‫ةع‬١‫ ةل‬as، the happiest,
the most important).
2.1 The Positive
The positive shows no comparison. It describes only the
simple quality of a person, thing, or group.
For examples :
1) Islamic education is important. (Pendidikan Islam penting)
،2 ) Muslim students’ faith in their religion has to be deep.
(Keyakinan beragama para mahasiswa Islam harus
mendalam).
S) The Islamization of Muslims’ attitude is difficult.
(Islamisasi sikap kaum muslimin itu sulit).
182
ISLAMIC ENGLISH
2.2 The Comparative

The comparative involves two entities and indicates a
greater or lesser degree of differences between them.
For examples :
١١ Islamic education is more important than secular edu
cation. (Pendidikan Islam lebih penting daripada
pendidikan sekuler).
2١ Unioersity students’ faith in their religion has to be
deeper than senior high school students’. (Keyakim
beragama para mahasiswa harus lebih mendalam
daripada para siswa SI).
‫أل‬١ The Islamization of Muslims’ attitude is more difficult
than the Islamization of knowledge. (٦s\a٠sas١ sikap
kaum muslimin itu lebih sulit daripada Islamisasi
pengetahuan).
It is, nevertheless, possible to use the comparative form
without relating to any other entities, e.g. We have to be more
careful in studying English grammar rules. (KAa Ysn ‫دال‬١‫أل‬
cermat dalam mempelajari aturan tata bahasa Inggris). It is
also possible to use more than and less than to show a com
parative estimate (taksiran perbandingan).
For examples:
١١ A minister’s salary is probably more than twenty mil
lion rupiahs a month. (Gaji seorang menteri mungkin
lebih dari Rp 20.000.000,- sebulan);
2١ Till the end of 2004 a primary school teacher’s take
home pay was less than one million rupiahs a month.
(Hingga akhir tahun 2004 penghasilan bersih seorang
guru SD kurang dari Rp 1.000.000,- sebulan).
2.3 The Superlative
In the superlative degree, three or more entities are com
pared, one of which is superior or inferior of the others.
For examples:
١١ Of the knowledge Islamization tasks, producing Islamic
scientific textbooks is the most difficult to realize. ٢‫لة‬
antara tugas-tugas Islamisasi pengetahuan yang pai-
ing sulit untuk dilaksanakan adalah memproduksi
buku-buku daras ilmiah Islami).
183
15٤٨11٥ ٣‫)م‬51151‫ا‬
2١ Muhammad (peace be upon him) was the greatest

prophet among Allah’s prophets. (Muhammad SAW
adalah nabi teragung di antara nabi-nabi Allah).
3) He was the most honest man of Arabs. (Beliau adalah
orang yang paling jujur di antara orang-orang Arab).
Note :
Be sure to remember the characteristics of degrees of
comparison.
Positive : Comparative: Superlative :
bad worse worst

good better best
hot hotter hottest
sick sicker sickest
colorful more colorful most colorful
interesting more interesting most interesting
religious more religious most religious
3. Double Comparative
A double comparative (perbandingan ganda) is used in a
sentence that begins with a comparative construction, and thus
the second clause must also begins with a comparative.
For examples :
A) The deeper the students stud‫؟‬y Islamic teaching, the
stronger their faith in their religion is. (Semakin
mendalam para mahasiswa mempelajari ajaran Islam,
semakin kuat pula keyakinan beragama mereka).
2١ The sooner ‫؟‬you leave, the earlier ‫؟‬you will arrive at the
campus. (Semakin cepat Anda berangkat, semakin
awal pula Anda akan tiba di kampus).
‫آل‬١ The more the teacher studies educational psychology,
the better his approach to teaching is. (Semakin hanyak
guru mempelajari psikologi pendidikan, semakin baik
pula pendekatan mengajarnya).
4) The more you train your brain, the more intelligent you
will become. (Semakin sering Anda melatih otak, akan
semakin cerdas pula Anda).
184
ISLAMIC ENGLISH
Note: Study the following rules carefully.
The + comparative + subject + verb +• the +• comparative + subject + verb
1 ne more you nave me more you want
The more + subject + verb ‫ب‬ the + comparative + subject +- verb
,The more ‫آل‬0٦‫ع‬ study the smarter OU. will become
4. Illogical Comparative
An illogical comparative (perbandingan tak logis) is one in
which unlike entities have been compared. The items being
compared are alike (e.g. religion with religion). The form can be
divided into three categories: possessive, that of, and those of.
For examples :
‫ل‬١ Dirty’s hand-writing is as good as her father’s. ‫آع‬١‫ذ‬١‫آلةجل‬
tangan Diny sama bagusnya dengan tulisan tangan
ayahnya). Her father’s = her father’s hand- writing.
2١ The belief in God of a Muslim is deeper than that of a
Christian. (Keyakinan kepada Tuhan seorang Muslim
lebih dalam daripada keyakinan seorang Kristen).
That of 2 the belief in God of.
‫ )آل‬The textbooks in Madrasah Aliyah are fewer than those
in SMA. (Buku daras di Madrasah Aliyah lebih sedikit
daripada buku daras di SMA). Than those in = than the
textbooks in.
4١ Some religious duties of a Muslim are the same as those
of a non-Muslim’s. (Sebagian kewajiban keagamaan
seorang Muslim sama dengan sebagian kewajiban
keagamaan seorang nonmuslim). Those of = some reli-
gious duties of.
185
ISLAMIC ENGLISH
5. Exercises
5.1 Fill in the blanks with suitable words available in
1٠
2.
brackets
His English isn’t as .. (good, best, well) as Jane’s.
lose English is the ... (bad, worst, worse) of all of the students?
3. The ... (much, most, many) reliable woman in the world is
my mother.
4. The prices at a market are lower than ... (those, that,
these) at a supermarket
5. A greedy child often eats ... (less than, more than, the
most) his parents do.
6. The program of your computer is different from ... (that,
those, this) of my friend’s.
7. (Most of. Less from, More than) ... fifty psychologists came
to the national seminar.
8. Is to pray five times a day the ... (harder, hardest, hard)
duty of all of religious duties?
9. The freshman looks more friendly than ... (this, that,
those) who have been studying here long.
10. The tuition fee at a private university may be twice as ...
(much, more, most) as that at a state university.
5.2 Correct the following sentences. Then, translate

them into Indonesian
1. The fast we finish, the sooner we can leave.
Sentence :...............................................................
Translation :.......................................................................
2. Prayer in Islam is not the same as other religions.

Sentence :..............................................................
Translation :.......................................................................
3. People say, ،The most we have, the more we want.’

Sentence :..............................................................
Translation :.......................................................................
186
ISLAMIC ENGLISH
4. Islamic courses will provide Muslim students with deep

est faith in their religion.
Sentence :....................................................................
Translation :....................................................................
5. The more difficult effort to realize is to produce textbooks

in accordance with Islamic vision.
Sentence :....................................................................
Translation :....................................................................
5.3 Re-arrange the following words and correct the

underlined words. Then, translate the sentences into
Indonesian
1. Allah,-in-Gracious-the-Merciful-Most-More-of-name.
Sentence :............................................................
Translation :....................................................................
2. congregation-prayer-in-private prayer-than-most-is-re-
warding.
Sentence :....................................................................
Translation :....................................................................
3. a mosque-than-in-are-elsewhere-most-meritorious-
prayers-those.
Sentence :....................................................................
Translation :....................................................................
4. at dawn (the subh)-is-the prayer-than-short-sunset prayer

(the maghrib)-the.
Sentence :....................................................................
Translation :....................................................................
5. the longer-prayers-and-the midday prayer (the zuhr)-are-

prayers-times-among-the afternoon prayer (the ،asr)-the
five.
Sentence :....................................................................
Translation :....................................................................
187
iSlAMIC ENGLISH
Unit Twenty-One
THE BACKGROUND OF ISLAM
1. Reading
Islam emerged in Arabia, specifically in the city of Mecca, in
the seventh century C.E, a peninsula that had some fertile
land on the coast and some scattered oases of excellent agricul
ture. Arabia also had vast stretches of barren hills and valley
and an immense area of desert sands. There were some well-
established cities, such as Mecca, the inhabitants of the open
spaces were the Bedouin, who moved their tents and flocks as
necessary to find food and water. In both situation, the key or
ganization was the tribe, and within the tribe, the clan. The
tribal identities superseded any loyalty to geographic area or
city. Survival depended on water and vegetation, to be sure,
but just as surely it depended on the strength of the tribe. An
isolated individual or even family had little chance of survival
in a natural and human environment that was usually hostile.
Economically, there was some independence among the
desert tribes and the city tribes. The Bedouin were largely in
dependent, but they could trade their ship, goat, and camel wool
to peoples of oases for products of their trees and fields. Farm
189
ISLAMIC ENGLISH
ers could gain through trading their dates and wheat for the
wool used in making clothes, carpets, and tapestries. Then there
were peoples such as the Meccans, who produced little but
made a business of buying and selling and providing markets
where the various tribes come together and exchange goods.
The Meccans had something even more important than
most oases had. The famous kabah was located there. Mecca
also had an established tradition of truce for pilgrimages dur
ing part of the year; tribes that were normally at war with each
other could enter an area of safety and carry on trade for a pe
riod of time without being in constant fear of a surprise raid on
their of a surprise on their persons and possessions.
The keepers of the kabah were members of the Quraish
tribe. They had considerable status among Arabs due to their
stewardship of this most sacred presinct. It is obvious that they
also had considerable economic adventage from the pilgrims and
trades who came to their city to conduct religious rituals and
business activities. They were also aware that theirs was not a
monopoly, for there were other centers where goods could be
exchanged. So the Quraish were always alert to anyone or any
thing that could undermine their social position or livelihood.
(Quoted from: Matthews, Warren. World Religion, 1999: 387)
2. Vocabulary
agriculture (n) - pertanian precinct (n) = tempat suci
barren (adj) - tandus stretch (n) = bentangan jalan
date (n) - kurma supersede (v) = menggantikan
emerge (V) — muncul truce (n) = gencatan senjata
hill (n) - bukit undermine (v) = merusak
inhabitant (n) — penduduk valley (n) = lembah
immense (adj) - besar sekali vegetation (n) = tumbuh-tumbuhan
wheat (n) — gandum flock (n) = jamaah/ kawanan
oases (n) — telaga air di padang pasir
peninsula (n) - jazirah/ semenanjung
stewardship (n) = pekerjaan mengurus
tapestry (n) = permadani hiasan dinding
190
ISLAMIC ENGLISH
3. Comprehension
passage
1. Where and when did Islam appear?
2. In addition to some scattered oases, what else did Arabia

have?
3. Who moved tents and flocks to find food and water?
4. What loyalty did the tribal identities supersede?
5. What did survival rely on?
6٠ Why did an individual have a little opportunity to sur-

vive?
7. What independence was there among the desert and city

tribes? Explain it.
8. What commodities did the Bedouin sell?
9. Where was the most sacred precinct located?
10. Can Islam be respected as an urban religion? Give your reason.
191
ISLAMIC ENGLISH

idea comes next. Re-write one of the statements (a, b,
1. The Quraish tribe had considerable status among Arabs.
a. The considerable status was due to their religious rituals;

b. The high status was due to their stewardship of the
ha’bah٠١
c. The prophet Muhammad was the leader of the tribe
since he was a child.
2٠ The famous ka’bah was located in the city of Mecca.
a. More than a million Muslims come there to perform

pilgrimage every year;
b. More than a million Muslims come there to perform
daily and weekly prayer every month of Ramadan;
c. More than a million Muslims come there to perform
pilgrimage every month.
3. Farmers could trade their dates and wheat.
a. Meanwhile, the Bedouin bought ship and goat;

b. Meanwhile, the Bedouin sold their ship and goat;
c. Meanwhile, the people of oases produce furniture.
4. Survival depended mainly on the strength of the tribe.
a. So that, an isolated individual could survive without

his tribe;
b. However, an isolated tribe could hardly survive with-
out family;
c. That is why, an isolated man could hardly survive
without his tribe .
5. There were some well-established cities in Saudi Arabia.
a. Medina and Baghdad were among the cities in this

country;
b. Among the cities were the city of Mecca and the city of
Cairo;
c. Among the cities were the city of Mecca and the city of
Medina.
192
s l A M I C ٤151٣٨٧‫ى‬
4. Grammar Review
Adverbs
Adverb (kata keterangan) is word that adds more information
about circumstances, manner (e.g. quickly), place (e.g. campus),
time (e.g. every day), and so on. Generally, there are three ba
sic kinds of adverbs. They are: adverb of mariner, adverb of
place, and adverb of time.
1. Adverb of Manner
Adverb of manner is word that tells US how somebody does
something or how something happens. Many adverbs of man
ner are derived from adjectives. The adverb seriously (dengan
sungguh-sungguh), for instance, is derived from the adjective
serious (sungguh-sungguh).
Many adverbs are made from an adjective + -ly; for ex
ample, careful becomes carefully, careless become carelessly.
However, not all words ending in -ly are adverbs. The words
like friendly, lively, elderly, lovely, and silly are not adverbs but
adjectives. Notice that some words are both adjectives and ad
verbs. They are: fast (cepat/ dengan cepat), hard (keras/ dengan
keras), and late (terlambat/ dengan terlambat). The word lately
(akhir-akhir ini) is not the adverb of late, and hardly (hampir
tidak) is not the adverb of hard.
For examples :
١٠١ Amir is a good writer. He always writes well, (bir
adalah seorang penulis yang baik. Dia selalu menulis
dengan baik).
--------- Hasan is d fast runner. He ran fast yesterday. (Hasan
adalah seorang pelari cepat. Kemarin dia berlari
dengan cepat).
‫ )آل‬Ali is a hard worker. He enjoys working hard. ‫غع‬١‫ل‬
adalah seorang pekerja keras. Dia senang bekerja
keras).
4) Where is Jaka? Have you seen him lately? (Di mana
Jaka? Sudahkah kau bertemu dengannya akhir-akhir
ini?
5) Jaka is sick. He hardly eats anything. (‫ ة‬aka sedang
sakit. Dia hampir tidak makan apa pun).
193
ISLAMIC ENGLISH
6) Islam was a specific religion emerged in Arabia, spe

cifically in Mecca. (Islam adalah agama khas yang
muncul di Arab khususnya di Mekah).
2. Adverb of Place
Adverb of place is used to answer the question where
about the action of the verb. It comes after the verb. Common
adverbs of place are away, Bandung, far, far away, here, home,
there, and so forth. If there is no object adverb of place is di
rectly placed after the verb; for example, Reny went away.
(Reny telah pergi). But, if there is an object adverb of place
usually comes after verb and any other words in the sentence.
For example :
- Her husband looked for her anywhere. (Suandnya teVadv
mencarinya ke mana-mana) not Her husband looked
anywhere for her.
3. Adverb of Time
Adverbs of time usually follow the verb; however, they
may also introduce the sentence for reasons of style or for em
phasis. Adverbs of time are early, every day, late, Monday,
next, today, yesterday, tomorrow, and so on.
For examples :
1) Maria is reciting the Quran now. (Sekarang Maria
sedang membaca Quran).
،‫ دفى‬Yesterday she learnt how to recite the Quran fluently.
(Kemarin dia belajar cara membaca Quran secara
fasih).
3) She always gets up at 4:30 A.M. (Dia selalu bangun
pada jam 4.30 pagi).
4. Order of Adverbs
When different adverb types occur together, the order is
usually manner, place, time. This order, however, may be changed
into manner, time, place or time, place, manner for emphasis.
For examples :
1) He prays conscientiously in the mosque every day.
(Setiap hari dia salat dengan khusyuk di masjid itu).
‫ د‬Amir went to school gladly today ox Today Amir went to
school gladly. (Hari ini Amir pergi sekolah dengan
riang).
194
ISLAMIC ENGLISH
5. Exercises
1. Badu came lately yesterday. He was half an hour late.
AB C D
Translation :........................................................................
2. Islam emerged in Arabia, specific in the city of Mecca.

ABC D
Translation :........................................................................
3. He is my friendly classmate who always treats me nice.

A B CD
Translation :........................................................................
4. Betty seemed to be angry. She said hard anything to me.

ABC D
Translation :........................................................................
5. Amir is a very fast runner. He ran as fastly as he could

AB C D
yesterday.
Translation :........................................................................
6. Mr. Hasan is a good teacher. He always teaches his students

A B c
goodly.
1)
Translation :........................................................................
7. Economy, there was some independence among the tribes

AB CD
in Arabia.
Translation :........................................................................
195
I s l A M ‫ ا‬c ENGLISH
8. The Bedouin were largely independent. So, they had to

AB (
work hardly.
D
Translation :.........................................................................
9. Tribes that were normal at war with each other could enter
AB c
an area of safety.
D
Translation :.........................................................................
10. The Quraish tribe was general believed to have been more
A B
friendly than other tribes in Arabia.
(٦ D
Translation :.........................................................................
5.2 Correct the following sentences

1. The students listened attentive to the lecture.
2. My classmate can write Arabic fastly and efficiently.
3. She was away when her husband came home tonight.
4. My roommate performed the prayer at dawn (ithe subh)

lately today.
5. Although he studied as hardly as he could he did not pass

the exam.
5.3 Re-arrange the following words and apply the cor

rect adverbs in brackets. Then, translate the sen
tences into Indonesian
1. gets-up-often-he-that-lazy-so-is-Kaslan (lately, late)
Sentence :.................................................................
Translation :.........................................................................
196
ISLAMIC ENGLISH
2. door-my-the-heavy-opens-always-grandmother (fast,
slowly)
Sentence :......................................................................
Translation :......................................................................
3. first-finish-the-Ramadan-children-of-on-can-day-fasting
(hard, hardly)
Sentence :..............................................................
Translation :......................................................................
4. speaking,-caught-in debt-a net-is-fish٠in-a man-like٠a (gen-

eral, generally)
Sentence :..............................................................
Translation :......................................................................
5. month-an-in-Arabic-will-Alwi-boarding-Islamic-school-
study (next, now)
Sentence :..............................................................
Translation :......................................................................
197
SLAMIC ENGLISH
Unit Twenty-Two
1111113 ABSOLUTE
1. Reading
The absolute singleness of God leads Islam to denounce every
form of idolatry. Muslims retain; however, a belief in angels as
messengers of God. Gabriel delivered the words of the Quran
to Muhammad. The prophet spoke by the Spirit of God, but the
Quran denounces to a son of God. Muslims also believe in Iblis,
the personification of evil. There are other beings, such as jinn.
Muslims think God created a good world. Having been ere-
ated, it is not eternal. It was made by God but it is not God. It is
sustained by the will of God, but God is not coursing through it
as sap through a vine. The world is made for humans to enjoy.
Food is good. Drink, other than alcohol is generally good. Com-
fortable clothing and shelter are good. Marriage is expected. Sex
and love are good. Having property and wealth is good, so long
as believers remember to share with those in need. The world is
a wonderful place, a kind of preview of conditions that can be
found in even purer form in the next life.
Islam has a story of Adam and Eve, the first human ere-
ated by God. Humans are above all other creatures in the or
199
ISLAMIC NG SH
der of nature, for they have the moral responsibility to live ac-
cording to the of God.
When possible, humans are to live at peace with each
other, recognizing that all humans of any race or location are
called to submit to God. All who submit to God are brothers
and sisters and part of one community.
Islam brought considerable in the status of females. Eve
was created by God to be a helper and companion for Adam. Is-
lam does not permit infanticide or abuse of women. Wives
should be properly treated. Women are able to inherit and own
property, but they are dependent on men. Their roles are sepa-
rated from men’s roles but supportive of them. Once the sup-
portive relationship is understood, life for both men and
women become more pleasant and rewarding.
(Quoted from: Matthews, Warren. World Religions, 1999: 418- 419)
2. Vocabulary
abuse (V), (n) = penyalahgunaan inherit (V) - mewarisi
commandment (n) = perintah procreation (n) = menjadi ayah
considerable (adj) = sungguh-sungguh rewarding (adj) = berpahala
coursing (v) = mengalirkan sap (n) = getah pohon
creature (n) = makhluk singleness (n) = keesaan
shelter (n) = tempat bernaung denounce (v) = mencela
eternal (adj) = abadi retain (v) = tetap berpegang
idolatry (n) = penyembahan berhala
infanticide (v), (n) = pembunuhan anak
vine(n) = pohon yang merambat
3. Comprehension
passage
2. What does the word Tblis’ in line 5 refer to?
200
NGLISH
3. What did God make for humans?
4. What does “the first human created by God” in paragraph

3 refer to?
5. What is the word ،،one community” in paragraph 4 closest

in meaning to?
6. What was Eve created to be?
7. What does God forbid concerning women?
8. What can women do?
9. When the supportive relationship is understood, how does

life become?
10. What conclusion may be made on the basis of the informa-

tion in the passage?

idea comes next. Re-write one of the statements (a, b,
1. Amir finished his homework last night.
a. Then, he went to school.

b. Feeling tired, he went to bed early.
c. Having eaten too much, he felt asleep.
2. Needing much money to buy a new computer, I sold my
motorbike.
a. I bought both a computer and motorbike.

b. I sold my motorbike for ten million rupiahs.
c. I sold my new computer for ten million rupiahs.
3. Being delayed by heavy rain, she came home late.
a. She got wet.

b. It rained lightly.
c. She hasn’t come home lately.
201
ISLAMIC ٣‫م‬٧‫ى‬115‫ب‬
4. Having fully understood ،،Al-Islam”, Stephanie embraced

the religion.
a. However, she changed her name.

b. In addition, she understood Christianity.
c. Then, she turned her name into Nur Aini.
5. Missing his wife very much, he gave her a ring yesterday.
a. He bought a beautiful ring yesterday.

b. Her wife didn’t like the ring he bought.
c. He told his wife that he missed her very much.
4. Grammar Review
The use of -ing Clauses
A clause (klausa in Indonesian) is a part of a sentence. Clause
is group of words that usually includes subject and verb. Some
sentences have two or more clauses. When two things happen
at the same time, we can use -ing for one of the words. The
main clause usually comes first.
For example :
Ie just seen her. She’s in the language center reading
an English paper. (Saya baru saja bertemu dengannya.
Dia di Pusat Bahasa sedang membaca koran Inggris).
1. -ing Clause + Main Clause
If the -ing clause is first, we write a comma (,) between the
clauses.
For examples :
‫" دد‬Recognizing that all humans of an race or location are
called to submit to God, humans are to line at peace
with each other”. (01٥1 karena menyadari bahwa
semua orang dari pelbagai ras dan tempat disuruh
berserah diri kepada Tuhan, maka manusia
seharusnya hidup dalam kedamaian antara satu
dengan lainnya).
2) Feeling tired, I went to bed early. (Oleh karena sava
lelah, maka saya segera tidur).
The clause Recognizing that and Feeling tired are -ing clauses.
while humans are...and I went...axe main clauses.
202
ISLAMIC ENGLISH
2٠ Main Clause + -ing Clause

There is no comma used between main clause and -ing clause.
For examples :
1) Tono hurt his leg playing football. (Tono kakinya sakit
ketika sedang main bola);
2) Did you cut yourself shaving? (Apakah Anda terluka
pada saat mencukur jenggot?); Tono hurt ...and Did
o٠..are the main clauses; playing football and shav-
ing, on the other hand, are the -ing clauses. In these
examples, the two —ing clauses mean the same as while
(ketika sedang/ pada saat).
3. Having (done) + Main Clause

When one action happens before another action, we use having
(done) for the first action.
For examples:
1) Having been created, it is not eternal ‫لم‬٢‫د‬١‫ ف‬karena
(dunia ini) diciptakan, maka ia tidak abadi);
2١ Having eaten too much the night before, he wohe up late.
(Oleh karena/ setelah dia makan terlalu banyak pada
malam sebelumnya, maka dia bangun terlambat).
We also use an -ing clause to explain something or to say why
somebody does something. Like in 1. and 3. the —ing clause also
comes first.
For examples:
1) Being unemployed, he hasn’t got enough money. (dk
karena menganggur, dia tak punya cukup uang);
2١ Not wanting her ex-boyfriend to be disappointed, she
didn’t tell him that she was married. (،dr karena tak
ingin mantan pacarnya kecewa, dia tak bercerita
bahwa dia sudah menikah).
Notice that the meanings of -ing clauses like Being... and
Having...are similar to Because. However, we can also say “Af-
ter finishing his work, he went home” keteah set ai keke ria.
ia pulang) instead of saying “Having finished his work, he went
home”.
203
ISLA MIC ENGLISH
5. Exercises
1. To need some money to buy some books, he cashed a check.
A B C D
Translation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Has been delaved by heavy traffic, Tino and Tini arrived late.
A B C D
Translation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. To be unable to help themselves, many tsunami victims in

A B
Aceh died.
D
Translation ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ • ■ • ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ I ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
4. I had understood what the professor said, I didn't ask him

A B C
any questions.
D
Translation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. Walked down the street, Tino ran into an old friend from
A B C
his home town.
D
Translation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. Returns to her room, Sarah found that her husband was

A B
sleeping soundly.
D
Translation .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
204
ISL A MIC ENGLISH
7. To have become a Muslim, Ahmad Geoffrey didn't drink liquor

A B C
any more.
D
Translation .. .. . . . . . . . . .. . . . . . . ..... . . . . . . . . . .. . . . . .. . . .. . . . . . . .. . . . . . . . .. . ... . . . . .
8. Be a self-supporting widow with two children, she has no

A B
choice but to work.
C D
Translation
9. Needing food and drink for her family, she was going to
A B C
the shop to buy them.
D
Translation .. . . . . . . . . . . . . . . . . .... . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . .. . .. . . . . ... . . . . . . . .
10. Realized that Islam was true, Cat Stevens became a Muslim
A B C
and changed his name.
D
Translation
5.2 Make one sentence from two using an -ing clause

Then, translate the sentences into Indonesian
E.g. Jaka was playing pingpong. He hurt his arm yesterday.
Sentence Jaka hurt his arm playing pingpong yesterday.
Translation : Jaka lenganny a sakit saa t dia main
pingpong kemarin.
1. I was watching television. I felt asleep.

Sentence : ......................................................................
Translation
2. She finished her work. Then, she went home.

Sentence .. . . .. . . ....... . . . . . .. . . . . . . . . . . . . . . . . . . . . . ..... . . . .. . . . . . . . . . . . . . . . ... .
Translation .. . . . . . . . . . . . . . .. . .... . ... . . . . . . . . . . . . . ... . . . . . . . . . . . . . . . . . . . . .... . . . . . .
205
SLAMIC NG LIS H
3. She felt very tired. So, she went to bed early.

Sentence :................................................................
Translation :........................................................................
4. The kids were walking home in the rain. They got wet.
Sentence
Translation :................................................................
5. Cat Stevens became a Muslim. Then, he changed his name

into Yusuf Islam.
Sentence :................................................................
Translation :........................................................................
206
ISLAMIC ٣‫م‬٧‫ى‬115‫ت‬
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Gunung Djati.
207
SLAMIC ٤1511٣‫ىم‬
Swan, Michael. 1989. Practical English Usage. Eighteenth im-

pression. Oxford: Oxford University Press.
Theodory, c. 1996. Al-Mounged English-Arabic. First edition.
Beirut-Lebanon: Librairie Orientale Publisher
208
SLAMIC ENGLISH
Index
A B
a/ an, 59 bearing witness, 7
abangan, 145 Bedouin, 168
ablution before (in past perfect), 29
take an ablution, 87 beginning
Abraham, 7, 46 its beginnings, 64
ahlu '!-kitab, 7 believe (in), 7, 176
active better,
active and passive, 83 be better off (+ -ing), 69
adjectives had better, 125
adjective ending in -ing, 149 bore
adjective ending in -ed, 149 boring, 149
adjective + noun, 155 bored, 149
fact adjective, 149 bored with, 149
opinion adjective, 149 both
noun functions as adjective, 156 both,..and, 140
adverbs by
adverb of manner, 171 by herself; etc., 52
adverb of place, 172 by the time, 44, 195
adverb of time, 173
order of adverbs, 173
after finishing (having finished), 180 (
alhamdulillah, 70 can
Allah can be and should be, 86
Allah or God, 46 cats and dogs, 135, 199
Allah’s omnipotence, 128 cause, 42
Allah’s omniscience, 128 Capitalism, 120
Allah's prophets, 7 church, 25
In sha'a Allah, 32 clause
In the name of Allah..., 1, 199 -ing clause + main clause, 179
alms, 7, 46 main clause +■ -ing clause, 179
anthropocentric, 39 having (done) + main clause, 180
any, 61 comparisons
appendix, 188, 193, 199 comparative, 163
approve of (+ -ing), 69 double comparative, 164
as... as, 161 equal and unequal comparative, 161
atheist, 55 illogical comparative,165
auxiliary verbs positive, 163
can-could, 121 superlative, 163
had better, 125 complement, 11, 23
may-might, 122 Communism, 117
must-have to, 123 conditional sentences
shall-will, 124 impossible conditionals, 105
should-ought to, 124 improbable conditionals, 104
would, 125
209
UGl\S١٩
probable conditionals, 104 E

real conditionals, 103 eat
unreal conditionals, 104 could eat a horse, 122
imaginary, 105 education
confuse general education, 152
confusing, 150 moral education, 152
confused, 150 effect, 42
congregation effectiveness, 76
prayer in congregation, 122, 199 either... or, 141
conjugation, 188 enjoy (+ -ing), 68
conjunctions Empiricism, 76
but, etc., 131 exclamation, 95, 104
despite and is spite of, 132
provided that, 132
therefore, 132 F
unless, 133 faith
paired conjunction, 140 pillars of Islamic faith, 49
continuous tenses far
present continuous/ progressive, 35, 193 far more, 163
past continuous/ progressive, 35, 194 fast (adjective and adverb), 172
future continuous/ progressive, 36, 194 fast
countable/ count noun, 59 fasting month (Ramadan), 199
Christianity, 89, 199 for,
for and since, 29
Friday
D Friday prayer, 135
daily Friday prayer preacher, 133
daily conversation, 99 Friday prayer oration, 199
daily prayer, 7 fresh
derivatives freshman, 114
-al, -ail (denial, etc,), 75 freshwoman, 151
-ance, -ence (existence, etc,), 75 fry an egg on the sidewalk, 127, 199
-hood (brotherhood, etc.), 75 future
-ion (education, etc.), 76 future (will and shall), 22
-ism (empiricism, etc.), 76 future (be going to), 22
-ician (logician, etc.), 76 future perfect, 30, 194
-ist (psychologist, etc.), 76 future perfect progressive, 44, 195
-ment (government, etc.), 76 future progressive, 36194 ‫و‬
-ness (effectiveness, etc.), 76 simple future, 21, 84
-y, ity (activity, etc.), 76
despite, 132
detail G
supporting details, 21 Gabriel, 46, 176
determiners gerund
a, an, the, etc., 60 gerund as object, 68
many, much, etc., 62 gerund as subject, 68
direct speech, 963 look forward etc. with gerund, 69
210
ISLAMIC ENGLISH
God war and human rights in Islam. 89

God's knowledge and power, 128 Ismael, 7
one God, 7, 46
the will of God, 7, 108
give up (+ -ing), 69 ‫ل‬
going to and will, 22 Jacob, 7
good and well, 172 Jesus, 7
Jew, 7
Judaism, 9
H
had better, 125
hadith, 68 K
hajj ka'bah, 168, 199
hajj/ pilgrimage to Mecca, 7, 105 keep (ion + ing), 69
hard, 172 know (.how to), 12116 ‫و‬
hardly, 172 knowledge
have/ has, 29 God's knowledge, 128
having (done), 180 Islamic knowledge, 23
Hinduism, 142 Islamization of knowledge, 18, 32
how long, 43, 195
L
1 late, 172
idea lately, 172
main idea, 21 less
if (if clause), 103, 105 less than, 163
if ( = whether), 94 literacy, 39, 43
impersonal expression, 114 literate, 39
indirect speech, 94 little
illiterate, 39 little and ‫ ة‬little, ‫إنه‬
illogical (in comparative), 165 lot
Indonesia a lot of, 61, 62
The Indonesia Education University,
157
insist (on t -ing), 69 M
in spite of, 132 many, 62
interested (in + -ing), 69, 149 may, 122
irregular verb, 188 Mazhab, 7
Isaac, 7 Mecca, 168
Islam Meccans, 168
background of Islam, 168 might, 122
Islam in Australia, 25 mine, 150
Islam in European thought, 13 Millah, 7
Islamic boarding school, 80, 199 modal verb,
Islamic studies, 1, 157 mood
Islamic thought, 32, 158 imperative mood, 112
Muhammad and Islam, 46 indicative mood, 114
State Islam University, 1, 156 subjunctive mood, 112
211
ISLAMIC N G L I s H
more (comparative), 163 prayer at dawn, 199

Moses, 7 prayer in congregation, 122, 199
most (superlative), 163 prayer mat, 11, 1999
Muhammad, 7, 46 afternoon prayer, 126, 199
Musalmans, 7
Muslims, 7
must (modal), 123 Q
myself (reflexive), 51 qalb
psychological sense of the qalb, 136
physical sense of the qalb, 136
N qualifying phrase, 68
negative quoted speech, 93, 94
negative form, 124 Quran, 7, 199
negative imperative, 186 Quraish, 186
neither...nor, 141
news (uncountable noun), 60, 156
none of, 61 R
not only... but also, 142 reason, 64, 111
nouns reflexive pronoun, 52
countable/ count noun, 59 regret (+ -ing), 68
uncountable/ non-count noun, 59 relative clause, 52
relative pronouns, 52
religion
0 religion of Islam, 7, 13
omnipotence, 128 religious, 39, 55
omniscience, 128 religiousness, 57
ought to, 125 reported speech, 94
own right man, 105, 199
own judgment, 108
own religion, 158
own vernacular, 99 s
said and told (direct and indirect), 94
santri, 145
p satisfied
passive satisfied and satisfying, 149
passive verb, 83 satisfied with, 149
passive voice, 83 shall and will, 124
past shari'ah, 71
past participle, 30, 188 shock
past perfect, 29 shocked and shocking, 150
past perfect progressive, 43 should
past progressive, 35 should and had better, 124, 125
past verb, 16 should be, 83
simple past, 16 simple
peace be upon him, 53, 199 simple future, 21, 84
pesantren, 80, 199 simple past, 16
positive (in comparison), 163 simple present, 10
prayer singular
212
ISLAMIC ENGLISH
singular, not plural, 60 unless (conjunction), 133

singular or plural, 141 used to (+ -ing), 68
spiritual quotient (SQ), 55 usually (preposition of usually), 11
subjunctive
subjunctive mood, 112
subjunctive verb, 113 V
superlative, 163 vending machine, 134, 199
verbs
_ past verb, 16
T present verb, 11,23
tasrif, 188 irregular verb, 188
tell, 96 regular verb, 188
tenses verbal noun, 67
tenses in questions and answers, 193,
195
future tense, 21, 124 w
past tense, 29 were
present tense, 95 were (in if sentence), 105
the were (used with I/ he/ she/ it), 105
the (determiner), 61 when, 16, 35
the (-!-superlative), 163 where, 52
theocentric, 39 whether, 52
theologian, 128 which, 52
they/ them/ their/ theirs, 53 while, 35
think who
think about (+ -ing), 69 who and whose (relative clause), 52
think of (+ -ing), 69 whom (relative clause), 52
to (infinitives without to), 121 will
tuition fee, 166, 199 will be, 22
will be doing, 36
will have, 30
u worse, 164
ummah, 64 worst, 164
uncountable noun, 59 would, 104
213
ISLAMIC ٣‫م‬٧‫ى‬115‫ا‬
Appendix 1
Irregular Verbs
The following is a list of the conjugation (tasrif) of the common
irregular verbs in English. It is strongly suggested that you
know whether a verb is regular or irregular. You will notice
that regular verbs are the same in the past tense (2nd form) and
past participle (3rd form). Irregular verbs, on the other hand,
are mostly different in these forms.
Simple Simple Past Meaning:

resent: Past: Participle:
abide abidedhode abided/abode ada; tinggal.

arise arose arisen bangun; timbul.
awake awoke awoken membangunkan; bangun.
be was/were been ada; adalahjjadi.
bear bore borne mengakui; menahan.
beat beat beaten memukul; mengalahkan.
become became become menjadi; cocok/pantas.
begin began begun memulai; mulai.
bend bent bent menekuk; melipat.
bet bet/betted bet/betted bertaruh; sudah tentu.
bid bid/bade bid/bidden menawar; meminta.
bind bound bound mengikat; membalut.
bite bit bitten menggigit; menekan dengan keras.
bleed bleed bled berdarah; mengeluarkan darah.
bless blessed blest/blessed memberkati; mendoakan
blow blew blown meniup; membunyikan.
break broke broken memecahkan; melanggar.
breed bred bred memelihara; membiakkan.
bring brought brought membawa; mengambilkan.
broadcast broadcast broadcast menyiarkan; menaburkan.
build built built membangun; mendasarkan.
burn burntburned burnt/burned membakar; memasang lampu.
burst burst burst membuka dengan keras; meledak.
bust bust/busted bust/busted menurunkan pangkat; gagal.
buy bought bought membeli; menyuap/menyogok.
cast cast cast melemparkan; membuat.
catch caught caught menangkap; mengejar.
choose chose chosen memilih; memutuskan.
215
ISLAMIC ENGLISH

cling clung clung berpegang erat; melengket,

come came come datang; menimpa.
cost cost cost berharga/harganya; minta korban,
01681 crept crept merangkak; bergerak dengan pelan,
cut cut cut memotong; melukai.
deal dealt dealt berurusan; menguraikan,
dig dug dug menggali; menjotos,
dive divedZdove dived menyelam; terjun,
do did done mengerjakan; menyelesaikan,
draw drew drawn menggambar; menarik/menghela.
dream dreamtz dreamtz bermimpi; membayangkan.
dreamed dreamed
drink drank drunk minum; meminum minuman keras,
drive drove driven mengemudikan; menggerakkan,
dwell dwelt dwelt menghuni; tinggal/berdiam.
eat ate eaten makan; merusak/mengganggu.
fall fell fallen jatuh; turun.
feed fed fed memberi makan; menjadi makanan.
feel felt felt merasakanZmerasa; meraba.
fight fought fought berkelahiZberperang; bertanding,
find found found menemukan/mendapati; merasakan,
flee fled fled melarikan diri; menghilang.
fly flew flown terbang/menerbangkan.
forbid forbadeZforbad forbidden melarang; mencegah,
forecast forecastz forecastz meramalkan; memperkirakan.
forecasted forecasted
forget forgot forgotten lupa/melupakan.
forgive forgave forgiven mengampuni/memaafkan.
freeze froze frozen membekukan; menjadi tak berdaya,
get got gotZgotten memperoleh; membeli; mengejar,
give gave given memberi; menyumbang,
go went gone pergi/berangkat; hilang.
grow grew grown menanami; tumbuh/bertambah.
hang hungZhanged hungZhanged menggantung; melekatkan,
have had had mempunyai; memegang,
hear heard heard mendengar; mengetahui,
hide hid hidden bersembunyi; menyembunyikan,
hit hit hit memukul; menabrak/membentur.
hold held held memegang; mengadakan,
hurt hurt hurt melukai/menyakiti; merugikan,
keep kept kept menjaga; menyimpan.
kneel kneltZkneeled kneltZkneeled berlututZbersujud.
knit knitZknitted knitZknitted merajut; bersambung kembali.
216
ISLAMIC ENGLISH

know knew known mengetahuiZmengenal; menguasai.

lay laid laid meletakkan; memasang.
lead led led memimpin; menempuh; menuju.
lean leant/leaned leant/leaned menyandarkan; condongZmiring.
learn learntziearned learnt/learned mempelajariZbelajar; mendengar.
leave left left meninggalkan; menyerahkan.
lend lent lent meminjamkan; memberi.
let let let membiarkan; mengizinkan.
lie lay lain berbaring; terletak.
light lit/lighted lit/lighted menyalakan; menerangi.
lose lost lost kehilangan; kalah.
make made made membuat; mendapatZmencapai.
mean meant meant bermaksud; berarti.
meet met met menemuiZbertemu; memenuhi.
mistake mistook mistaken salah mengira.
misunder- misunderstood misunderstood salah memahami; keliru.
stand
121107 mowed mown/mowed menyiangi rumput.
overcome 07611081٣116 overcome mengatasi; menanggulangi.
partake partook partaken ikut serta; makan-minum.
pay paid paid membayar; mengganti.
plead pled/pleaded pled/pleaded membela; beralasan; mengaku.
prove proved proven/proved membuktikan; ternyata.
put put put menaruh; mengajukan.
quit quit/quitted quit/quitted berhenti; meninggalkan.
read (ri:d) read (red) read (red) membacaZmembacakan; berbunyi.
rend rent rent mengoyak; membelah.
rid rid rid membersihkan; membuang.
ride rode ridden menunggangZnaik; bersepeda.
ring rang rung menelepon; berdering.
rise rose risen bangunZberdiri; naik.
run ran run berlari; menjalankanZmengatur.
saw sawed sawn/sawed menggergaji; memotong.
say said said berkataZmengatakan.
see saw seen melihat; menjumpai; pergi ke.
seek sought sought mencari; menuntut.
sell sold sold menjual; berdagang.
send sent sent mengirimkan; mengutus.
set set set memasang; menaruh; mengatur.
sew sewed sewn/sewed menjahit; memasangkan.
shake shook shaken menggoncangkan; menggelengkan.
shed shed shed mengucurkan; menumpahkan.
shine shoneZshined shone/shined menyorotkan; bersinar; menyemir.
217
ISIAMIC NGLISH

shoot shot shot menembak; mengajukan.
show showed shown/showed memperlihatkan; muncul.
shrink shrank shrunk menyusut; bersembunyi/segan.
shut shut shut menutup; mengunci.
sing sang sung bernyanyi/menyanyikan.
sink sank sunk menenggelamkan; memancangkan.
sit sat sat duduk; bersidang.
slay slew slain membantai; membuat geli. ‫ا‬
sleep slept slept tidur; memberi tempat tidur.
slide slid slid menyelipkan; menyorongkan.
sling slung slung menyandang; menggendong.
slink slunk slunk menyelinap keluar atau masuk.
slit slit slit membelah; menggorok.
smell smelt/smelled smelt/smelled mencium aroma; berbau.
speak spoke spoken berbicara/mengatakan; berpidato.
speed sped/speeded mempercepat; mengirim dg. cepat.
spell spelt/spelled spelt/spelled mengeja; berarti.
spend spent spent membelanjakan; menggunakan.
spill spilt/spilled spilt/spilled menumpahkan; meluap.
spin spun spun memutar; memintal.
spit spit/spat spit/spat meludah/meludahi; meludahkan.
split spht split membelah; membagi; memisahkan.
spoil spoilt/spoiled spoilt/spoiled memanjakan; merusak.
spread spread spread menyebarkan; membentangkan.
spring sprang sprung membocorkan; meretakkan.
stand stood stood berdiri; menempatkan; bertahan.
steal stole stolen mencuri; menyerobot; membolos.
stick stuck stuck menikam; menempelkan; melekat.
sting stung stung menyengat; merasa perih.
stink stank stunk berbau busuk; mengajukan keluhan.
strike struck struck melanggar/menabrak; mogok.
string strung strung menguntai; mengupas
strive strove striven berusaha keras; berjuang.
swear swore sworn bersumpah; mengutuk.
sweep swept swept menyapu/membersihkan.
swim swam swum berenang; berlinang-linang.
swing swung swung mengayunkan; menggoncangkan.
take took taken mengambil; menerima; minum obat.
teach taught taught mengajar/mengajarkan; menghajar.
tear tore torn mengoyak/merobek; retak.
tell told told menceritakan; memberitahukan.
think thought thought memikirkan; memperkirakan.
throw threw thrown melemparkan; menyorotkan.
218
SLAMIC ENGLISH

resent Past: Participle:
undergo underwent undergone menjalani; mengalami.
understand understood understood memahami; mengenal/mengetahui.
undertake undertook undertaken melaksanakan; berusaha.
undo undid undone melepaskan/membuka; merusak.
uphold upheld upheld menegakkan; menjunjung tinggi.
upset upset upset mengganggu; mengalahkan.
wake woke woken/waked membangunkan; bangun.
wear 70]16 worn memakai/mengenakan; kelihatan.
wed wed/wedded wed/wedded menikahiZmenikahkan; nikah.
٦ ٥
76 0 wept wept menangisZmenangisi; mencucurkan.
wet wet/wetted wet/wetted membasahi; mengompoli.
win won won memenangkan; memikat hati.
wind wound wound memutar; melilitkan.
withhold withheld withheld menyembunyikan; tak memberi.
withdraw withdrew withdrawn menarik; mengambil.
write wrote written menulis; mengarang/menggubah.
219
SLAMIC ENGLISH
Appendix 2
TENSES IN QUESTIONS AND ANSWERS

(Subject Pronouns: 1‫ و‬You, We, They)
SIMPLE TENSES
1. The Simple Present
What do the students do on Saturdays‫؟‬
Apakah yang dikerjakan para mahasiswa itu pada hari-hari
Sabtu?
They write English and Arabic lesson.
Mereka menulis pelajaran bahasa Inggris dan bahasa
Arab.
2. The Simple Past
What did the students do last week,‫؟‬
Apakah yang dikerjakan para mahasiswa itu minggu yang
lalu?
They wrote an English lesson.
Mereka menulis sebuah pelajaran bahasa Inggris.
3. The Simple Future
What will the students do next week‫؟‬
Apakah yang akan dikerjakan para mahasiswa itu minggu
yang akan datang?
They will (They’ll) write an Arabic lesson.
Mereka akan menulis sebuah pelajaran bahasa Arab.
PROGRESSIVE TENSES
4. The Present Progressive
What are the students doing now/right now/at the moment‫؟‬
Apakah yang sedang dikerjakan para mahasiswa itu
sekarang/saat ini?
They are writing an English iesson (They’re writing
English lesson).
Mereka sedang menulis sebuah pelajaran bahasa
Inggris.
220
ISLAMIC ENGLISH
5. The Past Progressive

tat were the students doing when OU came esterda^?
Apakah yang sedang dikerjakan para mahasiswa itu ketika
kau datang kemarin?
They were writing an English lesson when I came.
Mereka sedang menulis sebuah pelajaran bahasa Inggris
ketika aku datang.
6. The Future Progressive
I at will the students be doing at 10 A.M. tomorrow?
Apakah yang akan sedang dikerjakan para mahasiswa itu
pada jam 10 pagi besok?
The^ will be writing an Arabic lesson at that time.
Mareka akan sedang menulis sebuah pelajaran bahasa
Arab pada saat itu.
PERFECT TENSES
7. The Present Perfect
What ha e the students done? or What hare the students
already done?
Apakah yang sudah dikerjakan para mahasiswa itu?
The have written an English lesson or They’ve already
written an English lesson.
Mereka sudah menulis pelajaran Bahasa Inggris.
8. The Past Perfect
What had the students done before the١ began to write an
English lesson :yesterday?
Apakah yang sudah dikerjakan para mahasiswa itu sebelum
mereka mulai menulis pelajaran bahasa Inggris kemarin?
The had read (red) an Arabic lesson before the١ began
to write an English lesson.
Mereka sudah membaca pelajaran bahasa Arab sebelum
mulai menulis pelajaran bahasa Inggris (kemarin).
9. The Future Perfect
What wilt the students have done before the‫ ?؛‬write English
lesson tomorrow?
Apakah yang akan sudah dikerjakan para mahasiswa itu
sebelum mereka menulis pelajaran bahasa Inggris besok?
They'll have read (red) Arabic lesson before they write
English lesson.
221
ISLAMIC NGLISH
Mereka akan sudah membaca pelajaran bahasa Arab

sebelum menulis pelajaran bahasa Inggris.
PERFECT PROGRESSIVE TENSES

How long haue the students been writing English lesson‫؟‬
Sudah berapa lamakah para mahasiswa itu menulis
pelajaran bahasa Inggris?
The 'ue been writing English lesson for about an hour.
Mereka sudah menulis pelajaran bahasa Inggris selama
kurang lebih satu jam.
How long had the students been writing an English lesson
before OU came esterda^;?
Sudah berapa lamakah para mahasiswa itu menulis
pelajaran bahasa Inggris sebelum kau datang kemarin?
The^ had been writing an English lesson for half an
hour before I came.
Mereka sudah menulis pelajaran bahasa Inggris selama
setengah jam sebelum aku datang.
12. The Future Perfect Progressive
How long will the students have been writing an English
lesson b‫؟‬y the time OU come tomorrow?
Akan sudah berapa lamakah para mahasiswa itu sedang
menulis pelajaran bahasa Inggris pada saat kau datang
besok?
The^'n hane been writing an English lesson for two
hours b^ the time I come.
Mereka akan sudah sedang menulis pelajaran bahasa
Inggris selama dua jam pada saat aku datang (besok).
222
S L. A M I C N G l I s H
TENSES
IN QUESTIONS AND ANSWERS
(Subject Pronouns: He, She, It)
SIMPLE TENSES
1. The Simple Present
lat does Professor Alt do euery day‫؟‬
Apakah yang Profesor Ali kerjakan setiap hari?
He teaches Arabic and English.
Beliau mengajar bahasa Arab dan Inggris.
2. The Simple Past
What did he do a few days ago‫؟‬
Apakah yang telah beliau kerjakan beberapa hari yang lalu?
He taught US English.
Beliau mengajar kami bahasa Inggris.
3. The Simple Future
I at will he do tomorrow?
Apakah yang akan beliau kerjakan besok?
He will (he’ll) teach US Arabic.
Beliau akan mengajar kami bahasa Arab.
PROGRESSIVE TENSES
4. The Present Progressive
I at is he (I at's he) doing now/right now/at the moment?
Apakah yang sedang beliau kerjakan sekarang/saat ini?
He is teaching English (He's teaching English).
Beliau sedang mengajar bahasa Inggris.
5. The Past Progressive
I at was he doing when you came yesterday?
Apakah yang sedang beliau kerjakan ketika Anda datang
kemarin?
He was teaching English when 7 came.
Beliau sedang mengajar bahasa Inggris ketika saya
datang.
6. The Future Progressive
lat will he be doing at 1:30 PM tomorrow?
Apakah yang akan sedang beliau kerjakan pada jam 1.30
besok sore?
223
ISLAMIC ENGLISH
He will be teaching English at that time (He'll be

teaching English at that time.)
Beliau akan sedang mengajar bahasa Inggris pada saat
itu (besok jam 13.30).
PERFECT TENSES
7. The Present Perfect
What has he done‫ ؟‬or What has he already done‫؟‬
Apakah yang sudah beliau kerjakan?
He has taught English or He's already taught English.
Beliau sudah mengajar bahasa Inggris.
8. The Past Perfect
What had he done before he began to teach English yester-
day‫؟‬
Apakah yang sudah beliau kerjakan sebelum mulai
mengajar bahasa Inggris kemarin?
He had taught Arabic before he began to teach English.
Beliau sudah mengajar bahasa Arab sebelum mulai
mengajar bahasa Inggris.
9. The Future Perfect
What will he have done before he teaches Englislr tomorrow‫؟‬
Apakah yang akan sudah beliau kerjakan sebelum mengajar
bahasa Inggris besok?
He’ll have taught Arabic before he teaches English.
Beliau akan sudah mengajar bahasa Arab sebelum
mengajar bahasa Inggris.
PERFECT PROGRESSIVE TENSES

How long has he been teaching English‫؟‬
Sudah berapa lamakah beliau mengajar bahasa Inggris?
He has been teaching English for about ten years.
Beliau sudah mengajar bahasa Inggris selama sekitar 10
tahun.
How long had he been teaching English before you came
yesterday‫؟‬
Sudah berapa lamakah beliau sedang mengajar bahasa
Inggris sebelum Anda datang kemarin?
224
15٨10 ENGLISH
He had been teaching English for half an hour before I

came.
Beliau sudah sedang mengajar bahasa Inggris selama
setengah jam sebelum saya datang.
12. The Future Perfect Progressive
How long will he have been teaching English by the time
you come tomorrow?
Akan sudah berapa lamakah beliau sedang mengajar bahasa
Inggris pada saat Anda datang besok?
He'll haue been teaching English for an hour by the
time 7 come.
Beliau akan sudah sedang mengajar bahasa Inggris
selama satu jam pada saat saya datang (besok).
225
ISLAMIC ENGLISH
Appendix 3
DAFTAR ISTILAH KHUSUS

‫ل‬. ablution/ritual ablution = \١‫آ‬١‫ةد‬١‫ل‬
2. the afternoon prayer = salat asar
3. to break the fast = berbuka puasa
4. Christian = orang Kristen
5. Christianity = agama Kristen
6. early morning prayer = salat subuh
7. to eat a horse = ungkapan yang menyatakan lapar sekali
8. devoted Muslim = muslim yang taqwa/ta’at
9. to fast = berpuasa
10. fasting month = bulan puasa (Ramadan)
11. the Friday prayer oration = khutbah Jumat
12. to fry an egg on the sidewalk = ungkapan yang menyatakan
cuaca yang amat panas
13. to give a ring = menelepon
14. Holy Mosque = Masjidil Haram (Ka'bah)
15. Holy Quran = Kitab Suci Al-Quran
‫هال‬. In the name of Allah, Most Gracious Most Merciful =
Bismillahirrahmanirrahim
١٩. Islamic liturgical service = salat
١&. Islamic boarding school = pesantren
19. Islamic pillars = rukun Islam
20. Jew = orang Yahudi
21. the meridian/midday prayer = salat zuhur
22. messenger = rasul/utusan
23. One Supreme God = Tuhan yang maha tinggi/Allah Ta’ala
24. the night prayer = salat isya
25. êace be upon him = sallallahu ’alaihi wa sallam
‫نآل‬. The peace and mere of Allah be with you =
Assalamualaikum w.w.
27. to perform an ablution = berwudu
28. to perform the pilgrimage = pergi haji/ berziarah
29. pilgrim = orang yang pergi haji/peziarah
30. to place trust in God = bertawakkal
31. postmidnight meal = makanan untuk sahur
226
s (AM I C NGLISH
32. to pray = beribadah salat/berdoa

33. prayer = salat/doa
34. prayer mat = sajadah
35. prayer in congregation: salat berjama’ah
36. the prayer at dawn = salat subuh
37. private prayer = salat munfarid/sendirian
38. prophet = nabi
39. to put faith in = beriman kepada
40. right man = jodoh (laki-laki)
41. to rain cats and dogs = ungkapan yang menyatakan hujan
yang amat deras
special evening prayer during the month of Ramadan .،42 = ‫ةج‬4‫اة‬
tarawih
43. the sunset prayer = salat maghrib
44. tuition fee = bayaran sekolah/SPP
45. vending machine = lemari otomatis penjual makanan dan
minuman
227
ISLAMIC NGLISH
Appendix 4
KEY
Unit One
1
1. b ٦1868 6. 0. get up
2. a. do 7. b. go
3. a. study 8. b. watch
4. c. study 9. a. They...go
5. b. want 10. 0- limits
2
1 A - Does
Tahukah Ahmed George cara menjadi seorang Muslim yang
baik?
2. A - studies
Tidak. Oleh karena itu, dia rajin belajar dan mempraktik-
kan ajaran Islam.
2. A - profess
Mereka yang mengakui ajaran Islam disebut orang٠orang
Muslim.
‫ه‬ B - make
Tuhan tidak membedakan antara Isa dengan Muhammad.
5. A - belieoe
Kami selalu beriman kepada Tuhan dan nabi besar-Nya
saw.
Unit Two
1
1. c. bought 6. c. did
2. b. yesterday 7. a. got up
3. c. go 8. b. dropped
4. b. Did 9. b. spread
5. a. washed 10. b. expanded
228
ISLAMIC NGLISH
2
1. B - go
Ke mana Anda dan teman-teman Anda pergi pada hari
Ahad yang lalu?
2. B ٠ watch
Kami pergi ke Pangandaran melihat festival besar.
‫أل‬. k - occupied
Para tentara Belanda menduduki negara kita beberapa
abad yang lalu.
4. 13 - occupy
Apakah para tentara Muslim menduduki provinsi-provinsi
kerajaan Mesir?
‫ة‬. K - occupied
Tidak, tetapi para tentara Muslim menduduki provinsi-
provinsi kerajaan Bizantium.
Unit Three
1
1. will qualify them 6. Will you
2. will be published 7. Are you going
3. give her 8. is going to
4. I'm going to 9. I will go
5. will get 10. Will you do
2
1. prepare
Bilakah para sarjana Muslim harus menyiapkan karya asli
mereka?
2. prepare
Para sarjana Muslim akan menyiapkan karya asli mereka
bulan depan.
3. Will
Akan berarti pentingkah karya-karya para sarjana itu bagi
Islamisasi pengetahuan?
4. mill be
Karya-karya itu akan berarti bagi Islamisasi pengetahuan
dan pendidikan Islam.
5. going to
Besok pagi para sarjana itu akan menyelenggarakan
konferensi mengenai pendidikan Islam.
229
ISLAMIC N G L I s H
Unit Four
1
4٠ has, for
Maria sudah berada di Brisbane selama tiga tahun.
2. submitted, hasn’t
Sudahkah dia menyerahkan esainya? Belum.
‫أل‬. finished, ha oe
Sudahkah mereka menyelesaikan pekerjaannya? Ya, sudah.
4. slept, came
Tom sudah tidur saat ayahnya pulang tadi malam.
5. known, seen
Sudahkah dia mengenal Reny? Ya, dia sudah bertemu
dengannya beberapa kali.
2
1. have you taken 6. has already been away
2. have taken 7. finished cooking
3. have you known 8. will have done
4. since years ago 9. you already taken
5. has she been separated 10. had taken
Unit Five
1
1. c. seeing you
Tenang, Tono! Tini akan segera datang.
،‫فى‬. ١‫د‬. walked .
Hadi keluar/ meninggalkan kamar pada saat istrinya
masuk.
‫أل‬. c. was being
Tiada makanan yang sedang dimasak olehnya saat
suaminya tiba di rumah.
4. ١٥. was ringing
Ketika bel pintu sedang berdering, Hamid sedang berjalan
menuju pintu tersebut.
h. c. be oisiting
Akan berada di rumahkah engkau, Jaka? Tidak, saya akan
mengunjungi paman di Bandung.
230
l AM IC
2
1. were you doing 6. they won't...will be
2. were talking to 7. somebody came
3. are...doing 83. doing the homework
4. doing...at the moment 9. was being done
5. at 10 A.M. tomorrow 10. be waiting...! come
Unit Six
1
1. g. been doing lately 6. d. had been studying
2. 1. !'vebeen 7. c. How long had she been
3. k. has he 8. h. she had been waiting
4. j. has been 9. i. finished my English
5 b. How long had you homework
been studying 10. e. her husband comes home
2
1. been
Sudah berapa lamakah Anda sedang mengerjakan PR itu?
2. doing
Saya sudah sedang mengerjakan PR selama sekitar dua
jam.
2. will
Akan sudah berapa lamakah Anda membaca Quran saat
saya datang nanti malam?
4. will
Saya akan sedang membaca kitab suci tersebut selama
sejam saat Anda datang.
5. comes
Dia akan sudah sedang memasak selama sejam saat anak
lelakinya pulang.
231
ISLAMIC ENGLISH
Unit Seven
1
1. my 9. her
2. him 10. himself
3. Their 11. me
4. your 12. 1
5. her 13. yourself
6. 118 14. them
7. himself 15. We
8. his
2
1. them
Biarkanlah mereka menyelesaikan PR mereka sendiri!
2. his
Setiap mahasiswa harus melakukan penelitiannya sendiri.
3. We
Kami akan mencat rumah kami hari Senin yang akan
datang.
4. her
Nancy dan pacarnya lebih suka tidak pergi ke bioskop.
5. his
Tuan Ahmad dan istrinya, nyonya Ahmad, sedang
menonton TV ketika saya datang.
Unit Eight
1
1. less
Hasan menginginkan kopi yang kurang daripada kopi ini.
2. much
Dia sudah makan banyak nasi goreng.
2. a little
Saya hanya memerlukan sedikit garam untuk sayur saya.
4. any
Adi tidak mempunyai uang untuk membeli buku-buku.
5. much
Dia (perempuan) mempunyai banyak uang untuk membeli
banyak buku.
232
ISLAMIC ENGLISH
6. Th,at
Daging itu telah tercemar oleh penyakit sapi gila.
7. much
Dapatkah Anda menolong saya? Maaf, hari ini saya tak
punya banyak waktu.
‫<؟‬. many
Kemarin ada banyak orang berkumpul di sekitar taman.
‫أل‬. a large amount of
Malam ini mahasiswa itu harus menyelesaikan sejumlah
banyak PR.
10. a large amount of
Teman-temannya pergi membeli sejumlah banyak makanan
untuk makan malam.
2
٦٠. Sentence’. One of his friends gaoe him a lot of food.
Translation: Salah seorang temannya memberinya banyak
makanan.
2. Sentence'. His wife made him coffee with a little sugar.
Translation: Istrinya membuatkan kopi dengan sedikit
gula.
‫>؟‬. Sentence‘. He did not haue an money for buying fruit.
Translation: Dia tidak mempunyai uang untuk membeli
buah-buahan.
4. Sentence'. A friend of mine saw a woman with her three chil-
dren yesterday afternoon.
Translation: Kemarin sore teman saya melihat seorang
perempuan bersama tiga anaknya.
b. Sentence’. The woman had been waiting for her husband for
about an hour before he came.
Translation: Perempuan itu sudah menunggu suaminya
sekitar sejam sebelum dia datang.
233
ISLAMIC ENGLISH
Unit Nine
1
4. ٢ - misunderstanding
Dia kecewa atas kesalahfahaman istrinya terhadap dirinya.
2. 13 - leaving
Dia tidak menyetujui kepergiannya (istrinya) yang begitu
mendadak.
13 .‫ دد‬- speaking
Apakah membaca bahasa Inggris lebih mudah daripada
berbicara bahasa Inggris? Ya.
4. ’B - studying
Apakah Anda berharap belajar di luar negeri? Tetaplah
belajar!
b. C - practicing
Inginkah Anda bagus dalam bahasa Inggris? Jangan
berhenti berlatih!
4. telling a lie
Berhentilah berdusta, sebab dusta adalah dosa!
2. meeting
Dede mengharapkan bertemu dengan mantan istrinya yang
elok.
2. talking
Reny berkeberatan bertemu dan berbicara dengan mantan
suaminya.
4٠ beginning
Islam menyebar terutama di kawasan perkotaan sejak awal
kemunculannya.
b. working
Ketika petani itu letih, ia selalu berhenti bekerja.
6. praying
Anak itu sedang belajar cara membiasakan salat lima
waktu sehari.
٦. praying
Anak lelaki yang baik itu gemar salat di masjid karena
lebih berpahala.
B. giving
234
ISLAMIC ENGLISH
Sedekah-sedekah mencakup pemberian pribadi kepada

seorang pengemis dan baitul mal.
9. saying
Ahmed George tidak terbiasa menyebut ،alhamdulillah’
sebelum dia menjadi seorang Muslim.
10. fasting
Berpuasa di hari pertama Ramadan amat melelahkan
sehingga kebanyakan anak tak bisa menyelesaikannya
dengan sempurna.
Unit Ten
1
1. a. professionalism
Seorang dokter profesional harus memiliki profesionalisme
yang tinggi.
2. A. developing
Tidak seperti Jepang, Indonesia adalah sebuah negara
berkembang di Asia.
‫أل‬. c. politician
Profesor Rais adalah seorang politisi yang amat terkenal di
negeri ini.
4. b. wayward
Seorang anak yang tak patuh, Badu, dalam kesulitan
karena ketidakpatuhannya.
5. b. aware
Aishah tak menyadari bahwa dirinya mahasiswi yang
pintar dan cantik.
6. a. professional
Tuan Ahmad adalah seorang guru profesional. Beliau
mengajar para siswanya secara profesional.
٦. a. brotherhood
Islam memandang persaudaraan antarmuslim sebagai
sebuah hubungan yang penting.
S. ١‫د‬. effective
Ali mahasiswa yang cerdas. Ia selalu punya cara efektif
untuk memecahkan masalah-maslahnya.
9. c. effectiveness
Keefektifan pendidikan keagamaan tidak hanya tergantung
pada para guru saja, tetapi juga pada para orangtua.
235
SIAMIC ENGLISH
10. b. empiricism
Menurut teori Empirisisme, pengetahuan dihasilkan dari
pengalaman dan belajar.
‫د‬. ٢‫ ث‬- existence

Dapatkah pendidikan sukses tanpa eksistensi para guru
yang baik?
2. C - professionalism
Tidak, pendidikan memerlukan guru-guru yang memiliki
profesionalisme tinggi.
3. A - effectiveness
Keefektifan pendidikan keagamaan tergantung pada para
guru dan orangtua.
4. ‫ آل‬- orientalist
H.A.R. Gibb adalah seorang orientalis terkenal yang telah
banyak menulis tentang Islam.
b. A - Empiricism
Tidak seperti aliran Empirisisme, aliran Nativisme percaya
bahwa perkembangan manusia dipengaruhi oleh bawaan
keturunannya.
Unit Eleven
1. His new prayer mat is being used now.

2. The holy Quran is always recited attentively.
3. My Arabic book was being read by Aishah when I came.
4. Were they (the students) taught Christianity yesterday?
5. No, but they were taught the religion of Islam.
6. An ablution has to be taken before praying.
7. The students have to be made religious.
8. The students were taught how to recite the holy Quran yes-
terday.
9. The religion of Islam must be taught properly.
10. The Islamic boarding school will be built next month.
236
ISLAMIC ENGLISH
2
‫ل‬. Arabic is studied ‫ اله‬US.
Bahasa Arab dipelajari oleh kami.
2, Japanese is not studied by US.
Bahasa Jepang tidak dipelajari oleh kami.
h. English and Arabic are studied by US.
Bahasa Inggris dan Arab dipelajari oleh kami.
4. An English booh was read by him, yesterday.
Kemarin sebuah buku bahasa Inggris dibaca olehnya.
b. An Arabic lesson will be written by her tonight.
Nanti malam sebuah pelajaran bahasa Arab akan ditulis
olehnya.
4. Has a glass of milh already been drunh by the hid‫؟‬
Sudahkah segelas susu diminum oleh anak itu?
7. Yes, and a plate of fried rice is being eaten by him now.
Ya, dan sekarang sepiring nasi goreng sedang dimakan
olehnya.
8. The bad movie will not be watched by them.
Film jelek itu tidak akan ditonton oleh mereka.
‫أل‬. The Holy Quran is usually recited by some Muslims every
Thursday night.
Kitab suci Quran biasanya dibaca oleh sebagian Muslim
pada setiap malam Jumat.
10. The holy Quran is taught in an Islamic boarding school by
him on Fridays.
Kitab suci Quran diajarkan di sebuah pesantren olehnya
pada hari-hari Jumat.
Unit Twelve
1
‫أ‬. I told Muhammad that I believed him.
Saya telah mengatakan kepada Muhammad bahwa saya
mempercayainya.
2. He told him not to be lazy.
Dia telah berkata kepadanya agar dia tidak malas.
4. He said that Islam is the true religion from God.
Dia telah mengatakan bahwa Islam adalah agama yang
benar dari Tuhan.
237
ISLAMIC NGLISH
4. He said that he did not know the significance of SQ.

Dia telah berkata bahwa dia tidak tahu tahu arti penting
SQ.
5. Our teacher told US that SQ might be important but it badt'
needed IQ.
Guru kami telah berkata kepada kami bahwa SQ mungkin
penting tapi amat memerlukan IQ.
‫>؟‬. A friend of mine ashed me if/ whether God permitted to fight
those who fought US.
Teman saya telah bertanya perihal izin Tuhan untuk
berperang dengan mereka yang memerangi kita.
٦. Allah stated that He was Allah, the One and Only.
Allah telah menyatakan bahwa Dia adalah Allah, Tuhan
Yang Mahaesa.
s. God almighty declared that there was no compulsion in reli-
gion.
Allah ta’ala telah menyatakan bahwa tiada paksaan dalam
agama.
9. I said some people might thinh incorrectly that SQ was a re-
ligious intelligence.
Saya telah berkata bahwa sebagian orang mungkin salah
mengira bahwa SQ adalah kecerdasan keagamaan.
49. Our professor said not to relate SQ to our religion exaggerat-
edly.
Profesor kami telah berkata agar tak mengaitkan SQ
dengan agama kita secara berlebihan.
2
1. h. He said, "Do you know human rights in Islam"?
2. e. He asked his daughter what she would do the following
week.
3. j. He told his mother that he had done his homework.
4. k. Tim said, "Help me, please."
5. d. Tom told her he was going to study history.
6. f. She told her son not to be lazy.
7. 1. We said we didn’t know SQ.
8. g. Jane said, "I study Indonesian every Monday."
9. a. "SQ," he stated, "is not the same as 10"
10. b. He told US he was interested in our religion.
238
ISLAMIC ENGLISH
Unit Thirteen
1
‫ل‬. Sentence; If Zainab had come, he would haoe seen her.
Translation: Seandainya Zainab datang (dulu), dia akan
menemuinya.
2. Sentence: If 7 were you, 7 would take the job.
Translation: Andaikan aku adalah kau, akan kuambil
pekerjaan itu. (Ambillah pekerjaan itu!)
‫أل‬. Sentence; He would see her if she came today.
Translation: Dia akan menemuinya jika ia (perempuan)
hari ini telah datang.
4. Sentence; She would go if she had time.
Translation: Ia akan pergi seandainya punya waktu. (Tapi
ia tak punya waktu).
b. Sentence; He would not go to campus if it rained.
Translation: Dia takkan ke kampus seandainya hujan. (Tapi
tidak hujan).
6. Sentence: If I met Allan, I would invite him to my party.
Translation: Seandainya aku telah bertemu dengan Allan,
aku akan mengundang ke pestaku.
٦. SerAen.ce'. If the sun shone/ shined, the experiment would
fail.
Translation: Seandainya matahari bersinar, maka
eksperimen itu akan gagal.
S. Sentence■. They would help you if they had much time.
Translation: Mereka akan membantumu seandainya punya
banyak waktu.
‫أل‬. Sentence; If she didn’t speah so quickly, I would/ could un-
derstand her.
Translation: Seandainya ia tak bicara begitu cepat, saya
akan memahaminya.
10. Sentence: If you were a millionaire, would you buy an is-
land‫؟‬
Translation: Andaikan Anda seorang miliuner, akankah
Anda membeli sebuah pulau?
١‫ ل‬Sentence; Tim would haue understood if he had listened
carefully.
Translation: Tim akan mengerti seandainya (dulu) ia
mendengarkan dengan cermat.
239
ISLAMIC ENGLISH
‫آلل‬،. Sentence*. She will invite me to her birth-day part if I came

today.
Translation: Ia akan mengundangku ke pesta ulang
tahunnya seandainya hari ini aku datang.
‫ألل‬. Sentence‫•؛‬. If he had had much money, he would've/ could've
done the pilgrimage to Mecca.
Translation: Andaikan dia punya banyak uang (dulu), dia
akan menunaikan haji ke Mekah.
14. Sentence: If 7 lend you some money now, will you repay it
next week?
Translation: Jika sekarang aku meminjamkan uang
kepadamu, akankah kau membayarnya kembali minggu
depan?
tb. Sentence'. If today were Friday, we could go to the mosque for
praying 'Jumah'.
Translation: Seandainya hari ini Jumat, kami akan salat
Jumat ke masjid itu.
2
t. were ٠ would
Seandainya aku orang kaya, aku akan membeli sebuah
pulau.
‫آل‬،, would - come
Jika dulu Anda telah mengundangnya, dia akan datang ke
pesta Anda.
‫أل‬. will - pass
Para mahasiswa itu akan lulus ujian jika mereka rajin
belajar.
4. would've/ could’ve - understood
Badu akan sudah bisa memahami seandainya dia
mendengarkan aku dengan cermat.
‫>؟‬. had passed - would’ve/ could’ve
Seandainya dia telah lulus tes tahun lalu, dia akan sudah
belajar di Australia.
240
ISLAMIC ENGLISH
Unit Fourteen
1
1. we not smoke 6, student study
2٠ we eat ٦. be both honest and fair
3. It is imperative 8. make an impartial
4. be avoided 9. to study Arabic
5. is essential that 10. that he be very good
2
1 not be
2 avoid
3 study
4 repent of
5 place
1. 00 - be
Apakah Tuhan amat menganjurkan agar setiap Muslim
jujur?
2. c - not
Ya. Dia juga menekankan agar semua Muslim tidak
berperang satu sama lain.
3. B - know
Mengetahui cara menerapkan ajaran Islam adalah hal
mendasar bagi kita.
4. D - not
Saat kita sakit batuk parah, dokter biasanya menekankan
agar kita tidak merokok.
5. A-be
Bagus dalam bahasa Arab adalah hal penting sebelum Anda
belajar di Mesir atau Irak.
241
ISLAMIC ENGLISH
Unit Fifteen
1
1. will 6. should
2. should 7. can
3 shouldn't 8. would
4. ought to 9. would
5. had better 10. had better
2
4. will
Tutuplah pintu! Mau, kan?
2. will
Dia akan ke Sydney untuk belajar bahasa Inggris.
‫<؟‬. will
Akan mungkinkah bagi kita menyelesaikan latihan ini
dalam 10 menit?
4. mould
Sungguh nyaris tak masuk akal untuk meniru demokrasi
Barat.
b. had, better
Sekarang jam 2 sore. Seharusnya Anda makan siang
sebelum melanjutkan pekerjaan.
4. ‫ دآ‬- will
Akan berada di rumahkah Anda malam ini? Ya.
2. ‫ آل‬- will
Saya amat letih, sehingga saya takkan mengikuti jam ke-2.
?>٠ 0 - could not
Masalah itu demikian sulitnya sehingga saya tak bisa
memecahkannya.
4. ‫ آل‬- could
Cuaca luar biasa panasnya.
b. ‫ آل‬- would
Dia telah meminta ibunya memberi uang saku tambahan
untuknya.
242
ISLAMIC ENGLISH
Unit Sixteen
1
٦٠٠ Therefore
Aida rajin belajar. Oleh karenanya, dia lulus ujian.
2. Despite/ in spite of
Meskipun Badu menolak, kami tahu bahwa dia bersalah.
3. however
Dia tak memiliki syarat, namun memperoleh pekerjaan itu.
4. however
Laila telah pindah ke Jakarta, namun kedua orangtuanya
tetap di Bandung.
5. provided
Siti akan (mau) menemui mantan suaminya asalkan dia
tidak meminta rujuk.
6. Therefore
Rini gadis baru berusia 6 tahun. Oleh karenanya, dia tak
bisa menamatkan puasa.
٦. despite/ in spite of
Orang-orang Muslim yang baik selalu menamatkan puasa
walaupun haus dan lapar.
B. unless
Orang tak bisa menjadi imam salat kecuali kalau dia bisa
membaca Quran dengan fasih.
$. provided
Anak-anak boleh bermain di halaman masjid asalkan
mereka tidak berisik.
١,٢١٠ Therefore
Tom tidak sarapan di rumah. Oleh karenanya, dia membeli
makanan dari mesin dagang.
2
١,٠Sentence-. Don't tell Mira what 7said unless she ashs u.
Translation: Jangan cerita kepada Mira hal yang telah
kukatakan kecuali dia menanyakanmu!
2. Sentence•. Zaid had high qualifications; therefore, he got a
good job.
Translation: Zaid amat memenuhi syarat. Oleh karenanya,
dia memperoleh pekerjaan yang bagus.
243
ISLAMIC ٣‫م‬٧‫ى‬٤151‫ب‬
‫أل‬. ‫جءآلجاآلحه‬.٠ You always study hard; therefore, you win pass
our earn,.
Translation: Anda selalu rajin belajar. Oleh karenanya,
Anda akan lulus ujian.
4. Sentence: You won't pass the statistics exam unless you
much harder.
Translation: Anda takkan lulus ujian statistik kalau Anda
tak belajar lebih keras lagi.
0. SerAe١٦ce٠ . It is suggested that eeery child try to finish his
fasting unless he is ill.
Translation: Setiap anak dianjurkan berusaha menamatkan
puasa kecuali jika dia sakit.
6. Senten*. Ali is a smart and religious young man; therefore,
Fatimah looks forward to being his wife.
Translation: Ali pemuda cerdas dan relijius. Oleh
karenanya, Fatimah berharap menjadi istrinya.
٦. ،‫دآح<ج‬١‫حء‬٠. Giving alms to the poor is an obligation; therefore,
every rich Muslim must fulfill it sincerely.
Translation: Bersedekah kepada orang miskin adalah
kewajiban. Oleh karenanya, setiap Muslim harus
menunaikannya dengan ikhlas.
%. SexAeuce‘. It rained cats and dogs yesterday afternoon; how-
ever/ nevertheless, the children enjoyed playing football.
Translation: Kemarin sore hujan amat deras, namun anak-
anak senang bermain bola.
9. Sentence: The Prophet Muhammad (peace be upon him) per-
formed the pilgrimage only once; therefore, we do not have to
perform it twice.
Translation: Nabi Muhammad SAW melaksanakan haji
hanya sekali. Oleh karenanya, kita tak harus
melaksanakannya dua kali.
10. Sentence: A man may not be a preacher of Friday prayer
unless he has a good command of religious knowledge.
Translation: Orang tidak boleh menjadi khatib salat Jumat
kalau tidak memiliki penguasaan pengetahuan keagamaan
yang baik.
244
ISLAMIC ENGLISH
Unit Seventeen
1
4. both - beautiful
Aishah pintar dan cantik
2. is - neither
Agama kami bukan Kristen atau Hindu.
3. or - has
John atau Jane sudah membaca buku mengenai Islam itu
beberapa kali.
4. Neither - go
John, Jane dan Jennifer tidak sering pergi ke gereja.
b. Both-are
Guru dan siswa itu sekarang di perpustakaan.
fi- or - is
Para mahasiswa atau guru itu sedang merencanakan untuk
datang sekarang.
٦. or - are
Tuan Amin atau anak-anaknya akan membeli makanan.
8. nor - are
Saudara lelaki dan saudara-saudara perempuanku bukan
anggota partai politik.
S. but also - fetches
Tidak hanya ayah tetapi juga ibu menjemputku di stasiun
setiap hari Ahad.
10.are - neither
Kata kalbu-kalbu dalam Kitab Suci Al-Quran tidak
dipandang sebagai jantung atau hati.
2
1. Sentence: Neither my mother nor my father is here.
Translation: Ayah dan ibuku tidak di sini.
2. Sentence‘. He usually drinhs either tea or coffee.
Translation: Biasanya dia minum teh atau kopi.
3. Sentence: Neither his uncle nor his parents are teachers.
Translation: Paman dan kedua orangtuanya bukan guru.
4. Senten•. He wants to study either in U.S. or in U.K.
Translation: Dia ingin belajar di Amerika Serikat atau di
Inggris.
245
ISLAMIC ENGLISH
5. Sentence'. Both the leopard and the tiger face extinction.

Translation: Macan tutul dan harimau menghadapi
kemusnahan.
Sentence•. I haoe already met not only his brother but also
his sister.
Translation: Saya tak hanya sudah menemui saudara
lelakinya, tetapi juga saudara perempuannya.
7. Sentence: Both Geoffrey and Julie were present yesterday.
Translation: Kemarin Geoffrey dan Julie hadir.
8. Sentence: Either William or his friends are going to the
beach.
Translation: William atau teman-temannya akan pergi ke
pantai.
‫أل‬. Sentence■. Neither my friends nor Irma is going to study
abroad.
Translation: Kawan-kawanku dan Irma tidak akan belajar
di luar negeri.
‫ لكل‬Sentence•. Muhammad is popular not only in Saudi Arabia
but also in Indonesia.
Translation: Muhammad bukan hanya terkenal di Arab
Saudi melainkan juga di Indonesia.
Unit Eighteen
1
1. is not interested 6. deception is disappointing

2. not satisfying 7. is shocking
3. him depressed 8. really surprised
4. confusing 9. really boring
5. students bored 10. be confused
2
1. Friday prayer oration will always be boring if it is too long.
2. Have you heard his Friday prayer oration? It is really exit-
ing.
3. Badu's rude behavior is embarrassing. His parents are em-
barrassed.
4. We were shocked. The news about the corruption was very
shocking.
5. Professor Azra's lecture interests the students. His lecture
is interesting.
246
ISLAMIC ENGLISH
1. B ' good
Bahasa Inggris John bagus, namun bahasa Arabnya lemah.
2. ‫ نآل‬- hard
Tuan Zaid seorang pekerja keras. Beliau selalu bekerja
keras di perusahaannya.
‫أل‬. ١‫ ذ‬- embarrassed
Saya malu sekali ketika masuk kelas terlalu telat kemarin.
4. D - good
Aishah tak bisa berbicara bahasa Inggris tetapi pemahaman
bacaannya bagus.
‫آل‬. ‫ زآ‬- beautiful
Pernahkah Anda bertemu mahasiswi baru bernama Laila?
Dia cerdas dan cantik.
Unit Nineteen
1
1. I forgot Ali's student number.
2. There is a big sale at the shoe store.
3. I watch world news on ٧ every day.
4. Can you give me some notebook paper?
5. My favorite television program is news.
6. All of us are English language learners.
7. Garden flowers are more expensive than wild flowers.
8. John and Jane are westerners. They are French teachers.
9. A large number of villagers in Indonesia are Muslim farm
ers.
10. All Computer Sciences students must submit their final as
signment.
2
‫ا‬. A - Lady
Dokter-dokter wanita adalah para dokter wanita (berjenis
kelamin wanita).
‫آل‬. k - Public
Pendidikan moral masyarakat jelas amat penting.
‫أل‬. ٢ - garden
Kebun-kebun bunga berbeda dengan bunga-bunga kebun.
‫هآل‬٦
ISLAMIC ٤151٣‫ىم‬
4. ٢‫ ئ‬- Islamic
Berlaku sopan kepada orang lain adalah salah satu dari
perilaku-perilaku Islami.
5. D - Islam
Pendidikan Islami berdasarkan ajaran-ajaran Islam.
6. B - women
Ada guru-guru lelaki dan guru-guru perempuan di sekolah
kami.
٦. ‫ ح‬- State
IAIN dalam bahasa Inggris adalah State Institute for Is-
lamic Studies.
S. 13 - Education University
Universitas Pendidikan Indonesia (11‫ )ال‬berlokasi di
Bandung.
٩ ‫ آل‬- State Islam
Universitas Islam Negeri dapat diterjemahkan ke dalam
State Islam University.
10. A - moral
Pendidikan moral harus didefinisikan kembali sedemikian
rupa untuk memperbaiki kerusakan masyarakat.
Unit Twenty
1. good 6. that
2. worst 7. More than
3. most 8. hardest
4. those 9. those
5. more than 10. much
2
‫ ا‬Sentence'. The faster we finish, the sooner we can leave.
Translation: Lebih cepat kita selesai lebih cepat pula kita
bisa pergi.
2. Sentence•. Prayer in Islam is not the same as those in other
religions.
Translation: Sembahyang dalam Islam berbeda dengan
sembahyang dalam agama-agama lain.
2. Sentence•. People say, 'The more we have, the more we want.'
Translation: Orang bilang, "Lebih banyak yang kita punyai
lebih banyak pula yang kita inginkan".
248
ISLAMIC ENGLISH
4. Sentence’. Islamic courses will provide Muslim students with

deeper faith in their religion.
Translation: Pelajaran-pelajaran Islami akan memberi para
mahasiswa Muslim keyakinan yang lebih mendalam
terhadap agama mereka.
b. Sentence’. The most difficult effort to realize is to produce
textbooks in accordance with Islamic vision.
Translation: Upaya yang tersulit untuk direalisasikan
adalah memproduksi buku-buku daras yang sesuai dengan
pandangan Islami.
4. Sentence’. In the name of Allah, Most Gracious Most Merciful.

Translation: Dengan nama Allah yang Maha Pengasih lagi
Maha Penyayang.
2. Sentence: Prayer in congregation is more rewarding than
private prayer.
Translation: Salat berjama'ah lebih berpahala daripada
salat sendirian.
‫أل‬. Sentence’. Prayers in a mosque are more meritorious than
those elsewhere.
Translation: Salat-salat di masjid lebih baik (berfaedah)
daripada di tempat-tempat lain.
4. Sentence’. The prayer at dawn (the subh) is shorter than the
sunset prayer (the maghrib).
Translation: Salat subuh lebih pendek daripada salat
maghrib.
5. Sentence: The midday prayer (the zuhr) and the afternoon
prayer (the ’asr) are the longest prayers among the five-time
prayers.
Translation: Salat zuhur dan asar adalah salat yang paling
panjang di antara salat lima waktu.
249
SLAMIC 151٣‫م‬٧‫ى‬٦
Unit Twenty-One
1
4. B’ -ate
Kemarin Badu datang terlambat. Dia terlambat 2‫ ال‬jam.
2. C - specifically
Islam muncul di Arab khususnya di kota Mekah.
3. D - nicely
Dia teman sekelasku yang bersahabat yang selalu
memperlakukanku dengan baik.
4. C - hardly
Tampaknya Betty marah. Dia nyaris tak mengatakan apa
pun kepadaku.
‫<؟‬. ٢ - fast
Amir pelari yang amat cepat. Kemarin dia berlari secepat-
cepatnya.
6. D - well
Tuan Hasan guru yang baik. Beliau selalu mengajar para
siswanya dengan baik.
٦. k - Economically
Secara ekonomis, terdapat kemandirian di antara suku-
suku di Arab.
‫<؟‬. ’D-hard
Orang-orang Badwi pada umumnya mandiri. Jadi, mereka
harus bekerja keras.
9. 13 - normally
Suku-suku yang biasa saling berperang dapat memasuki
wilayah keamanan.
10. A - generally
Suku Quraish pada umumnya diyakini lebih bersahabat
daripada suku-suku lainnya di Arab.
2
1. The students listened attentively to the lecture.
2. My classmate can write Arabic fast and efficiently.
3. She was away when her husband came home last night.
4. My roommate performed the prayer at dawn (the subh) late
today.
5. Although he studied as hard as he could he did not pass the
exam.
250
ISLAMIC ENGLISH
3
‫ا‬. Scrhdcc•. Kaslan is so laz‫؟‬y that he often gets up late.
Translation: Kaslan amat malas sehingga dia sering bangun
terlambat.
2. Sc٦٠wce‫؛‬.٠ My grandmother always opens the heac١’ door
slowly.
Translation: Nenekku selalu membuka pintu yang berat itu
perlahan-lahan.
2. Senbcw. Children can hardly finish fasting on the first da٥’
of Ramadan.
Translation: Anak-anak hampir tak bisa menyelesaikan
puasa pada hari pertama Ramadan.
4. Sentence•. Generally speaking, a man in debt is like a fish
caught in a net.
Translation: Pada umumnya (konon), orang yang berhutang
bagaikan ikan yang terperangkap di dalam jaring.
5. Sentence'. Alwi will stud‫؟‬y Arabic in an Islamic boarding
school next month.
Translation: Bulan depan Alwi akan belajar bahasa Arab di
pesantren.
Unit Twenty-Two
1
4. k - Needing
Oleh karena membutuhkan uang untuk membeli beberapa
buah buku, maka ia mencairkan sehelai cek.
2. k - Haring
Oleh karena terhambat oleh lalu lintas yang padat, Tino
dan Tini tiba terlambat.
3. A - Being
Oleh karena tidak mampu menolong diri sendiri, banyak
korban tsunami di Aceh meninggal.
4. k - Haring understood
Setelah memahami hal yang dikatakan profesor itu, saya
tidak bertanya kepada beliau.
b. k - Walking
Ketika menyusuri jalan, Tino bertemu dengan seorang
teman lama dari daerahnya.
251
s L A M ‫ا‬ c ENGLISH
6. A - Returning
Ketika kembali ke kamarnya, Sarah mendapati suaminya
sedang tidur dengan pulas.
٦٠ ‫ ل‬- Having
Setelah menjadi seorang Muslim, Ahmad Geoffrey tidak
meminum minuman keras lagi.
8. A - Being
Oleh karena menjadi janda mandiri beranak dua, maka ia
tak punya pilihan kecuali bekerja.
9. C - went
Oleh karena memerlukan makanan dan minuman, maka ia
pergi ke toko untuk membelinya.
١‫ ع‬K - Having realized
Oleh karena/ setelah menyadari bahwa Islam benar, maka
Cat Stevens menjadi seorang Muslim dan mengubah
namanya.
2
Y. Sentence'. I felt asleep watching television.
Translation: Saya tertidur ketika menonton televisi.
2. Sentence: After finishing her work, she went home.
Translation: Setelah menyelesaikan pekerjaannya, dia
pulang.
‫أل‬. Sentence'. Feeling very tired, she went to bed early.
Translation: Oleh karena merasa sangat lelah, dia lekas
tidur.
A Sentence; The hids got wet walking home in the rain.
Translation: Anak-anak itu basah kuyup saat pulang dalam
cuaca hujan.
‫لج‬. Sentence; Having become a Muslim, Cat Stevens changed
his name into Yusuf Islam.
Translation: Setelah menjadi seorang Muslim, Cat Stevens
mengubah namanya menjadi Yusuf Islam.
252
ISLAMIC ENGLISH
Tentang Penulis
‫ت تيتجيت;جركيتغذتةنحيييتة تحمجعإو‬ [?**r
Setelah menjadi guru honorer di Sekolah Persiapan IAIN Serang

(kini menjadi 1 I Serang) ia menjadi Tenaga Kerja Sukarela BUTSI
di pedalaman Kabupaten Sambas Kalbar antara 1976-1979.
Lalu, ia bekerja di IAIN Sunan Gunung Djati Bandung (kini menjadi
UIN Sunan Gunung Djati Bandung) sambil merampungkan kuliah dan
diangkat sebagai dosen Psikologi Pendidikan di almamaternya mulai
tahun 1985.
Selanjutnya, pada tahun 1992, ia memperoleh gelar Master of Educa-
tion dalam bidang Psikologi Pendidikan dari Flinders University di
Adelaide, Australia Selatan. Selama belajar di Negeri Kanguru itu, ia
‫جه‬١١‫اآة دةةلب‬٠‫ ح‬The Australian Association for Research in Education
(AARE) dan berpeluang mengikuti konferensi tahunan asosiasi tersebut
di Sydney (1990) dan di Gold Coast, negara bagian Queensland (1991).
Selain menulis buku Islamic English ini, ia juga telah menulis buku
Psikologi Pendidihan dengan Pendekatan Baru ‫؟اال‬, ‫يهألة‬٢٠١‫د‬٦‫لآةغ‬١
dan dicetak ulang belasan kali oleh PT. Remaja Rosdakarya Bandung
termasuk cetakan khusus 1996 berlabel Milik Negara RI (Dep. P&K,
dan Psikologi Belajar yang diterbitkan oleh PT. Logos Wacana Ilmu
Jakarta hingga cetakan ke-3. Setelah direvisi, buku psikologi belajar
tersebut kemudian diterbitkan oleh P.T. Rajawali Pers Jakarta yang
hingga kini telah mengalami cetak ulang berkali-kali pula.
253
Di sela-sela aktivitasnya sebagai lektor kepala Psikologi Pendidikan
dan Ketua Pusat Pembinaan Bahasa UIN Sunan Gunung Djati, penulis
sering ditugasi membantu pelaksanaan pelatihan penelitian dan bahasa
Inggris bagi dosen muda, dan menjadi instruktur Matrikulasi Bahasa
Inggris pada Program Pascasarjana UIN Sunan Gunung Djati Bandung.
Selanjutnya, pada tahun 2000, penulis memimpin penyelenggaraan
Pelatihan Instruktur Laboratorium Bahasa MAN Model se-Jawa Barat
dan Banten. Kemudian, pada periode 2001-2002, ia menjadi Model School
Advisor pada proyek DMAP yang dibiayai oleh Asian Development Bank
dan bertugas selaku konsultan MAN Model. Pada tahun berikutnya, ia
juga diberi kepercayaan oleh proyek yang sama untuk memimpin
penyelenggaraan Pelatihan Guru Bahasa Inggris dan Instruktur Lab-
Work Madrasah Aliyah Negeri dan Swasta se-Jawa Barat.
254

Islamic English DR - Muhibbin Syah

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‫غنة‬

Desainer Sampul: Iman Taufik

Diterbitkan oleh PT REMAJA ROSDAKARYA

Wvs Islamic English, A Competence-based Reading 2 Self-study

students’ need of understanding towards issues written in Eng-

Looking at the title of this book, Islamic English, A Competence-

A. Chaedar Alwasilah, Ph. D.

Unit 14 ISLAM: WORKING FOR GOD — 119

Unit 19 REDEFINING A MORAL EDUCATION A MUST — 169

"Say: We believe in God and in what hath been sent down to

There are three words used by Muhammadan writers for

3.2 Write the underlined pronouns available in the follow­

Resignation to the will of God. The word is generail used by

3. it 3. The word (Islam)

Subject + present verb + complement/object + modifier/adverb

I go to the mosque every day

5.2 Identify the one underlined word or phrase that must

1. Do Ahmed George know how to be a good Muslim?

2. No. That is why he study and practices Islamic teaching

3. Those who professes the religion of Islam are called Muslims.

5. We always believed in God and in His great Prophet (peace

pire and occupied its capital, Constantinople, and expanded

2. What was Islam for Christian Europe?

3.2 Write the underlined pronouns and their references

From the time it first appeared, the religion of

2) I stood under a tree when it began to rain. (Saya telah

Note: Study this Simple Past rule carefully.

Subject + past verb + complement/object + modifier/adverb

7 went to the mosque last.Friday

5.2 Identify the one underlined word or phrase that must

2. We went to Pangandaran to watching a big festival.

3. Dutch armies occupies our country some centuries ago.

4. Did the Muslim armies occupied the provinces of Egypt empire?

Translation ............................. ..........................................

5. No, but the Muslim armies occupying provinces of the Byz

9. What will be completed through implementing the Insti-

In the seventh and the eighth centuries armies fighting

Main idea : Supporting details :

The conquest of Supporting details :

and intellectual independence. All of these characteris-

Muslim scholars’ 1........................................

akan membantu memberi bekal pesan dan tujuan

Note: Study the following Simple Future rules carefully.

‫ ارق‬٠ will ٠ present verb ٠ complement bject ٠ modifier/adverb

Subject + be + going to " present verb ٠ modifier/adverb

3. If Tini comes, Tono will certainly ’m going to

5.2 Correct one of the underlined words or phrases

are underway for legislation to increase expenditure on educa-

8. The phrase ،Education of Literacy’ in line 23 could best be

3.2 Write the causes, signals,and effects which are ei-

Cause : Signal : Effect :

Though religious education is compulsory in our school,

Cause . Signal : Effect :

Note: Study this Present Perfect Progressive rule carefully

‫ا‬ has ‫ا‬

2. The Past Perfect Progressive

Note: Study this Past Perfect Progressive rule carefully.

Subject + had been + (verb + ing)..٠

:3. The Future Perfect Progressive

3.2 Write the underlined pronouns available in the follow